ADDRESSING DIFFERENT LEARNING STYLES

1

The Interactive Lecture

BA 9200 Course Overview2

Desired Learning Levels

TeachingPhilosophy

Students Abilities Course Level and Scope

Write Course and Topic Objectives

Select Effective Teaching Methods

How Students Learn

The Lecture

Active LearningTesting and Grading

Learning Objectives3

After this session, you should be able to:

1.Explain the four dimensions of MBTI in your own words.2.Link personality types and learning preferences.3.Design an Interactive Lecture that incorporates various learning preferences among students.4.Create a concept map and an opening application.

Four Dimensions Underlying MBTI4

Dimension Option 1 Option 2

Energy Extravert“Learn by Speaking”

Introvert“Learning by

Thinking”

Four Dimensions Underlying MBTI5

Dimension Option 1 Option 2

Energy

Perception/ Data

Collection

Sensing“Why Before

What”

Intuitive“See the Big

Picture”

Four Dimensions Underlying MBTI6

Dimension Option 1 Option 2

Energy

DataCollect

Decision Making

Thinking“Show Me the Objectives ”

Feeling“Group Time”

Four Dimensions Underlying MBTI7

Dimension Option 1 Option 2

Energy

Perception / Data

Decisions

Preference Judger“Set Deadlines”

Perceptor“Procrastinator’s

Club”

Faculty and UG Business Student Comparisons

8

0%10%20%30%40%50%60%70%80%

Extravert Sensing Thinking Judging

UG Business Business Faculty Population

Breakdown of 16 Styles for Undergraudates

2 4

Relatively RareCombinations

Most Likely

13

9

IJ

IP

EP

EJ

ST SF NF NT

The Lecture Outline10

Introduction

Body

Summary

ThinkingState Objectives

Sensing (Why before What)Opening Application

Lecture Outline

Extravert25 minute rule

TAPPS

Introvert2 minute paperConcept map

The Introduction

Straight

Lecture

Interactive

Lecture

Introduction Them What You Are Going To Tell Them

Create Interest Plus Share Expectations Plus Tell Them

Body

Summary

11

Application-Opening (Hook) for Probability

Male Female Total

Promoted 80 40 120

Not Promoted

30 50 80

Total 110 90 200

12

Is there Gender Discrimination in promotions ?

Application-Opening (Hook) for Lecture on Cognitive Biases

13

From 1998 – 2001, in which year did the least plane crashes occur? The least deaths in such crashes?

Who Will Invest More? A Person Who Makes $50,000 or One Who Makes $40,000 Plus a $10,000 Bonus?

The Size of the State of Georgia Demo.

The Body

Straight

Lecture

Interactive

Lecture

Introduction Them What You Are Going To Tell Them

Create Interest Plus Share Expectations Plus Tell Them

Body Tell them Plus have them tell each other

Summary

14

The Lecture Outline15

Introduction

Body

Summary

ThinkingState Objectives

Sensing (Why before What)Opening Application

Lecture Outline

Extravert25 minute rule

TAPPS

Introvert2 minute paperConcept map

Extraverted Students and the 25-Minute Rule

16

Maximize Student-to-Student Interaction. Student Talk-Time.

Use Structured Small Group Exercises. Avoid “Free Rider” and “Rich Get Richer Effects.” Example: Thinking Aloud Paired Problem Solving (TAPPS)

17

Uses Explainer and Listener (Polite Questioner). Quiet Phase, Interaction, Teacher Closure. Explainer Explains Concept or Exercise. Listener Seeks Clarification, Disagrees, or Gives Hints.

Teacher Manages Learning Exercise.

Thinking Aloud Paired Problem Solving (TAPPS)

The Summary

Straight

Lecture

Interactive

Lecture

Introduction Them What You Are Going To Tell Them

Create Interest Plus Share Expectations Plus Tell Them

Body Tell them Plus have them tell each other

Summary Tell them you told them

Have them uncover key ideas

18

The Lecture Outline19

Introduction

Body

Summary

ThinkingState Objectives

Sensing (Why before What)Opening Application

Lecture Outline

Extravert25 minute rule

TAPPS

Introvert2 minute paperConcept map

Introverted Students and Concept Maps

20

What the teacher does:

Distribute a list of “Nodes” that describe topic.

Have students build a map using those Nodes plus any additional Nodes

they may wish to include.

Knowledge Nodes in Data Mining 21

Data Cleaning Data Visualization Outcome Period Discriminant Analysis Neural Networks Classification Trees Social Network Analysis Market Basket Analysis

Sample Time Frame Binary Dependent Validation Sample KS Test Initial Client Meeting Monitoring Reports Logistic Regression

Concept Map by a Student 22

24

Most Important Idea? Major Confusion? Relate to Previous Material? Value to Me (Student)? Develop a Prototype Question. How Am I (Teacher) Doing?

Introverted Students and the 2-Minute Paper

Additional Readings25

Brightman, H. and R. Hightower. “Improving Teaching in the EMBA Classroom: Some Empirical Findings”. Organizational Behavior Teaching Review, 14(1), pg. 115-130, 1989.

Brightman, H. “GSU Master Teacher Program – On Learning Styles”.

Myers, I. and M. McCaulley. Manual: A Guide to the Development and Use of the Myers-Briggs Type Indicator. Consulting Psychologists Press, Palo Alto, CA. 1985.

BA 9200 Course Overview26

Desired Learning Levels

TeachingPhilosophy

Students Abilities Course Level and Scope

Write Course and Topic Objectives

Select Effective Teaching Methods

How Students Learn

The Lecture

Active LearningTesting and Grading