Oktatás | Pedagógia » Mercedes Munster - Practical Aspects of Teaching, Nuts and Bolts

Source: http://www.doksinet Practical Aspects of Teaching Written and Edited by Mercedes Munster Revised August 2006 Source: http://www.doksinet Table of Contents Preface PART I – PRACATICAL APPLICATIONS FOR THE CLASS ROOM I. Preparation II. Syllabi A. Syllabi Format for Courses B. Things You Should be Given by Division C. Personalized Syllabus Format D. Suggested Items to be included in the Syllabi E. Syllabus Check List III. Classroom Setting 3 4 4 5 5 5 6 7 8 9 IV. Best Practices A. B. C. D. E. F. Grade Book Calling Roll Study Buddies & the Name Game Types of Testing and Make-up Practices Final Exam Tests 90 11 12 12 14 14 G. Grades 14 H. I. J. K. L. M. N. O. P. Q. R. S. 14 15 16 17 17 17 18 19 19 20 20 21 21 24 25 Uses for Quizzes Extra Credit Make-Up/Quizzes Lab Grades Group and Individual Presentations Participation Grades Using Computers to Enhance Learning Audio Visual Aids Motivation Vocabulary Writing in Non Communication Courses Classroom Decorum and

Student Behavior 1. General Policies and Procedures 2. Drug-Free Campus Policy 3. Family Education Rights & Privacy Act T. Safety & Telephone Numbers to Call 25 U. Miscellaneous 26 PART 2. THEORY V. What is Learning? A. Bloom’s Taxonomy B. Application of Bloom’s Taxonomy to Learning VI. Styles of Teaching VII. Types of Personality Effecting Teaching VIII. Right Brain/Left Brain 27 28 30 35 36 40 IX. Forms Grading Sheets for group and individual presentation Sample Roll Book 50 53 Source: http://www.doksinet Preface This booklet was written for new instructors to use as a practical way to solve some of the classroom problems faced by a new instructor. It is offered as distillation of many years of teaching and expertise by many of our talented instructors. YOU are the salesman of your chosen field. You will be competing for your student’s attention with their families, social lives, MTV and all the other pulls of the real world for there attention, interest,

and time. Not to mention the diversity of our student population by gender, age, and ethnicity. If you are not enthusiastic about your subject, it follows your students won’t be either. You should ask yourself often, how you can motivate them to learn and enjoy your course. Pretend for a minute that you are teaching and you are not aware that a video camera is taping your lecture. For the play back how would you rate yourself? How would your students rate you? These are just a few of the factors you need to weight every time you step into your classroom. You are trying not only to teach your students, but for them to become “life long learners.” Students need to learn more in shorter periods of time then ever in our history. They also need to become “ life long learners,” since information about jobs tells us that they will have to re-train at least three to five times over their working career or more. How can you assist them in this learning process? This booklet is

prepared with ideas to help make instruction easier for both student and instructor. Most of this information is a distillation of over seventy hours of education classes and thirty four years in the education field. Adages that have helped me: A teacher affects eternity; he can never tell where his influence stops. William James Nothing can replace common sense. Learning is a change in behavior. Motivation: Show the donkey your carrot Never assume they understand. If Hitler would have had Abe Lincoln’s teacher If you can relate it to sex they will learn it Good luck on the best challenge of your life! Mercedes Munster, Assistant Dean 3 Source: http://www.doksinet PART 1 I. PREPARATION or Where do I Begin? You were hired because of your competency in your chosen field. While you know your subject matter, you may not know all the tricks of being a great instructor. To assist you should be given a copy of the master syllabus and a copy of the textbook used for the course by the

academic division that hires you. The master syllabus basically is your road map of the material you must cover to reach the outcomes for the course. Nothing is more important than preparation prior to teaching a class. You will be faced with several decisions prior to starting to teach. Teachers plant the seeds of knowledge How much time do you have to cover the material in the master syllabus? The semester is 15 weeks long. The last meeting of the class is the final exam. So for a three credit hour course that meets once per week; you will have 14 classes plus the final exam. In other words a three hour credit class meets for about 42 hours plus the final exam. You need to divide the material into manageable amounts and pace yourself to make sure that the material is covered. How do you pace yourself to cover the material and still allow time for tests, discussions, questions, and the unexpected? Using the syllabus divide the material and take in to account the number of tests you

wish to give in the semester and how much time you want to allot for testing. This will give you an estimate of the amount of time you will have to cover the material. You should try to build into the schedule time for review and the unexpected like a bad weather or illness on your part. No one plans to be sick. First and foremost you need to become familiar with the material. Next survey the material and decide on a logical and clear method of presenting it to students in the order of the syllabus. Motivation should be included in how you will present the material. This schedule should be included in your syllabus for the course. This will prevent students from asking the question, “What did I miss?” Go through the material and look for new terms. Write the new terms or vocabulary words down by chapter. These lists can be handed out for students to look up the meaning or definition and turned in as homework. This will insure that they have familiarized themselves with the material

before lecture. Homework can equal one test grade. Every semester you teach you will have to do preparations. Sometimes the individual class syllabus will change because the book or the master syllabus changes. 4 Source: http://www.doksinet II. SYLLABI A. Syllabi Format for Course The course syllabus is the individual syllabus that an instructor creates every semester for his or her particular classes. Based on the Master Syllabus (course description, goals, objectives and core content), will be included. It is should be revised each semester and a copy must be given to the Dean of the Division or Department head. This course syllabus should respond to the specific needs of the students and the circumstances of the class. It is expected that the instructor will elaborate, expand on, and individualize the Master Syllabus within the limits of program goals and guidelines. The course syllabus must be distributed to all students at the beginning of each semester. Eventually the

College is working to put all individual course syllabi on a web site. Other information, the course syllabus must contain office hours and location of the instructor, texts and other educational materials, assessment guidelines, College and classroom policies, all of which conform to College and division practices and procedures, as well as to the more general requirements of the master syllabus. The course syllabus could include a weekby-week calendar of assignments and activities It is a good way to pace the material and to provide for the unexpected. POINT TO PONDER: What would be a successful outcome for a student to have learned in your course? (Hint: A grade is not the answer.) On the following page is a suggested format for Course Syllabi which instructors must present to Deans of their Division and give to students at the beginning of every semester for each course. The core of a Course Syllabus must be consistent with the approved Master Syllabus. (Reference: Master Syllabus,

Policy and Procedures Memorandum AA-1503.1) B. THINGS YOU SHOULD BE GIVEN BY YOUR DIVISION a. b. c. d. e. f. g. h. i. j. k. A copy of the master syllabus Textbooks Roll book Keys Employment Contract Scantron sheets Location of Adjunct office if provided and the telephone number Telephone number of the Division Telephone number of the Division Counselor Hours of lab assistants and location of lab materials Hours of Division learning labs 5 Source: http://www.doksinet C. Course Syllabus Format This is a suggested format for Course Syllabi which instructors must present to division chairs and give to students at the beginning of every semester for each course. The core of a Course Syllabus must be consistent with the approved Master Syllabus. COURSE NAME Instructor: Course Sections(s): Office (place & hours): Meeting Place(s): Safety Issues & Rules: 1.

Course Name (complete): 2. Course Prefix and Number: 3. Course Description: Includes catalog description but may be more detailed. 4. Prerequisites and Co-Requisites: 5. Course Goal: General statement of the purpose of the course; may indicate how consistent the course is with the College Mission and the needs of Delgado students; if appropriate, indicates program goals met by the course. 6. Course Objectives: Specific outcomes in the format, “You will be able to . ” This may be an elaboration of learning objectives, giving more detail than the course Objectives in the Master Syllabus. The instructor may wish, for example, to include specific outcomes in oral communication, writing, critical thinking, and problem solving skills. 7. Course Content: A schedule of Classes with Learning Activities. The instructor must provide students with a weekly or daily outline with

details of assignments, exams, and other activities. 8. Texts. Readings and other Educational Materials: Required Texts for purchase, Supplementary Texts, Library Readings, AudioVisual/Computer Materials, Supplies or Special Equipment. 9 Assessment: Evaluation and Grading System: How will performance be measured and evaluated? Specify expectations of students. Include assessment objectives (student knowledge, skills, attitude, and behavior); specify outcomes criteria. Make-up test procedures if any 6 Source: http://www.doksinet 10. College and Classroom Policies Approved June 20, 1995 D. Suggested Items to be Included in the Syllabus INSTRUCTOR/CLASSROOM POLICIES The general guideline is that all classroom management policies should be communicated clearly (ideally in writing) to the students and that these policies should be applied fairly to all students in the class. If the instructor has any policies related to absences or tardiness, or any classroom management practice,

then that practice must be written in an addendum to the general syllabus used by the department. These policy statements should include a policy on cheating and plagiarism, cell phones use during tests, and classroom civility. A sample statement for academic integrity follows this section. Refer also to the Delgado Judicial Code found in the Student Handbook each semester. Please note this includes downloading work from the internet and turning it in as original work. The addendum or personal policy statements must be given to each student. It is suggested that they sign a sheet that they have received a copy of the syllabus. All instructors should have a written policy in their syllabus regarding student absences, tardiness, making up missed work, missed test, turning projects in late, cell telephone in the class room and during tests, beepers in the classroom and a method that student can contact you. The best method would be to get an E-mail address for the College E-Mail system

and give it to your students. It is not a wise policy to give students your home telephone number. Instructors are requested to tell their students not to call the Evening/Weekend Division Office if they are to be absent or late to one class. Telephone messages should only be regarding extended absences Additionally, adjunct instructors should inform students that phone calls are returned at the instructor’s convenience. Students bringing their children to classes are a difficult and complex problem. The College and the instructor incur a liability problem when the instructor allows students to bring their children on campus. It is inappropriate to leave children in the halls unsupervised. It is distracting for adult students, who paid for a class to have to tolerate children in class. Students should be informed from the first class that children are not to be brought to school. It is an excellent idea to have each student complete a small index card with their name and the

telephone number or numbers where they can be reached during the day and prior to the start of class. While the roster will have the telephone number of the students many of these numbers are not accurate, due to students failing to change them in the Registrars Office. Just a 7 Source: http://www.doksinet reminder that many of our students commute to our campus from places as far away as Houma or Baton Rouge and appreciate knowing when classes will not meet or have to be canceled at the last minute. The greatest masterpieces were once only pigments on a palette. Henry S Haskins E. Suggested Items to be Included in the Syllabi Instructor’s Name Course Name, Number, and Section Course Location (Building and room numbers), Days, and Time Instructor’s Office Location Office Hours of Instructor Office Telephone and E-Mail Address Text and Course Materials required Course Description (catalog) Prerequiste/Co-requiste Safety

Issues/Rules (if relevant) Course Goals (General-purpose of course) Course Content – (15/7 weekly learning activities, assignments, tests) Grading System/Scale Attendance/Tardy Policy Final Exam Date/Time/Place Certification/Licensure exams (if relevant) Disability Policy (Use below verbatim) Syllabus Disclaimer (Use below verbatim) Academic Integrity (Use below verbatim) Americans with Disabilities Act It is the general policy of Delgado Community College to assure equal opportunity for all qualified persons. Reasonable accommodations for a qualified person with a disability will be made provided the student self-identified with the Office of Disability Services, and has provided required documentation. Individual instructors will modify the methods, requirements, and procedures of courses and examinations appropriately to accommodate the special needs of a student with disabilities, providing the academic integrity of the course or

examination is not violated, and the health and welfare of all students are safeguarded. Syllabus Disclaimer This syllabus is subject to change at the discretion of the instructor. Changes will be handed out in written form as an addendum to the syllabus. The course goals, objectives and student competencies do not change. 8 Source: http://www.doksinet Academic Integrity Academic integrity is fundamental to the process of learning and evaluating academic performance. Academic dishonesty will not be tolerated. Academic dishonesty includes, but is not limited to, the following: cheating, plagiarism, tampering with academic records and examinations, falsifying identity, and being an accessory to act of academic dishonesty. Refer to the Student Judicial Code for more information. III. CLASS ROOM SETTING The adage isforewarned and making assumptions leads to problems and disappointments. Everyone would like to teach in a room with every electronic teaching aid built in, with windows

to view the change in seasons and weather, perfect climate control, and comfortable desks. While these things may no be a reality, an instructor needs to plan how to best optimize the facilities available. Electronic media may have to be ordered for each class meeting. Do you know how to order this equipment and where to get it? How do you want the desks to face? Do you have tables instead of desks? All of the above should be part of your preparation for the class you are to teach. Different rooms may warrant a change in teaching styles Over crowded rooms certainly change the style for everything including testing. Just remember the instructor that follows you may not like the desks in a circle. As a courtesy to the instructor that follows you into the room you should have the students put the desk back in rows before the end of each class. To report a problem with the climate control call 483-4129 To report a light out or another type of repair. Have Division Secretary do a

Maintenance work order A cleaning problem Call Housekeeping 483-1974 Broken furniture. Call Division Secretary do a Relocation Form. Points to Ponder: If you could design the “perfect” classroom for your subject what would it look like? Would you include electronic media? White Board? Carpet or tile flooring? You may be an administrator one day and have to make these decisions. IV. Best Practices/Tricks of the Trade A. Grade/Roll book All instructors must keep both a written record of grades and attendance for each class that they teach. The grade book should include your grading scale and how the finally grade is arrived at. Attendance 9 Source: http://www.doksinet notations in your grade book should look different from grades. In other words is an “a” for a test or absence? Why do we need to know this? Students often file grade appeals after an adjunct is no longer employed or has moved on. Your records will have to speak for you, since you may not be available to

testify at an appeals hearing. Computer generate sheets are very neat, but generally do not explain how a final grade was arrived at, nor if a student was tardy. Your grade book should also have your name, course name, number, section, semester and year. The more information provided in the roll/grade book the better. This is one of the few cases where more is better. A sample of a roll book can be found at the end of this booklet. Examples of a grading legend would be as follows: 100-90 = A 89 - 80 = B 79 – 70 = C 69 – 60 = D 59 and below F A for Absent T for Tardy E for excused absence How did you arrive at the grade? Methods will vary. Some instructors give equal weight to each test. Some instructors use a percentage system Below are examples of each system. This should be recorded in your roll book for each class that you teach. 4 tests equally weighted = final grade or 15% for attendance 25% for mid term 25% for project/paper 35% for final exam 100% equals final grade What

else should be in your roll book? Your name, course, number and section, and semester should be at the top of the page for every class that you teach. Additionally when you set-up the dates it is a good idea to mark the dates for mid-term, last day to drop a student for attendance, and the last day to reinstate a student. These are the dates that most instructors forget and do not turn in the paper work on time. We learn by doing, achieve by pursuing. 10 Source: http://www.doksinet B. Calling Roll Why we call roll: Under Federal Financial Aid rules for Colleges and Universities you are required to take roll each class period to prove that students on Pell, Loans, and Veterans are really attending school to receive their money. Failure to maintain these records can cost a College approval to get and disburse Federal funds. Federal rules also require that what you do to one student you must do to all. There are many ways of taking roll and below are listed a few methods. If you have

a better way please share. 1. Verbally call roll The best and oldest method This works fine for the first three or four classes, but after that the students tend to ignore you. 2. Send a blank sheet of paper around and have the students sign and then later put the information into your roll book. This is extra work for the instructor, but does allow class to start sooner. Disadvantage that students can sign-in for friends It is wise to take a head count. 3. A variation on the sign-in sheet is to have a printed list of student’s names and have them sign-in next to their names. Again students can sign-in for friends. This sign-in sheet must be dated. 4. Seat the students alphabetically and check roll silently using a seating chart. This helps you remember names and lets you call on students using their names. 5. Let the students sit anywhere they want, but after the second class they must remain in that seat and make a seating chart. Again this helps you remember names. 6.

Folders/envelopes In some classes as a student enters they remove their folder or envelop from a box. The envelopes or folders left over are marked absent. This works well with small classes. Student should not be able to look into the folders to check other student’s grades. Envelopes are better for that reason. 7. In a computer class, using the program “Black Board,” the instructor can put a code on the board and the students have ten minutes to sign in. The problems with this system are that instructors do not learn the names of their students. (Ed McGee, Business) 8. Call roll and then put a sheet of paper near door on a desk for tardy students to sign in on and not interrupt the class. Make them use a colored pen that will allow you to quickly mark the tardy students in your roll book. (Nancy Richard, Liberal Arts) 9. Give a quiz at the beginning of class and use it for attendance Put out a sheet of students to sign who are tardy. 11 Source: http://www.doksinet By

learning you will teach; by teaching you will learn. Latin proverb C. Study Buddies and the Name Game It is excellent idea for students the first night of class to exchange telephone numbers so that if they have to miss class they can call a friend and get the notes. Additionally, setting up study groups with students is another excellent way for them to learn the material. Since most of our students are first generation college students and come from different parts of the city it is important that they get to know people in their classes. Some instructors pass out a sheet of paper and ask students to put their phone numbers on the sheet. Those that do not wish to can write, “NA”. The list is then typed and each student gets a copy. This prevents students from asking to copy notes from the instructor. Some instructors pass out index cards for student to put the information on and again this can be transferred to a master sheet to be given out to students. This also allows

students to tell you if they are “special students.” Another excellent method of getting the students to know you and each other is to play the name game. Dr Brenda Bryant of the Liberal Arts Division introduced me to her method getting to know each student. There are several variations of this game, but it begins with the instructor saying his or her name and adding a word that begins with the first initial of his or her last name. For example Dr Bryant would be Dr. Bryant the bear This would continue until all students had said their name and word and had repeated all the other names. This is an excellent way to give the students individual eye contact and make them feel a connection with the instructor. Student also need a method to contact you outside of class. Give them your school e-mail address or the Evening Division office number (483-4062), and we will relay the message. DO NOT GIVE THEM YOUR HOME TELEPHONE NUMBER OR CELL NUMBER. Some, but not all will feel the need to

contact you at 3:00 a.m with a question You want to avoid sexual harassment or stalking by a student. Please contact the administration immediately, if this is occurring. Special groups of students that you should know are in your class(es). a. Financial Aid b. Handicapped (must bring a letter from the disabilities counselor to verify) c. Tech-Prep high school students (instructors must sign attendance and tech-prep students will be dropped if grade is a D or lower at mid-term) d. Auditing students e. Senior Citizens taking a class for personal improvement f. Cross-enrolled students Teachers encourage us to let our imaginations soar. D. Types of Testing and Make-Up Test Practices 12 Source: http://www.doksinet First let me say a word or two about grades. The world is a competitive place, if you do not believe that look at all the telephone companies that want your business. Businesses that do not meet the competitive challenges fail and are replaced by businesses that do. Rating

people is common and will not change if you call the grade something else such as passing or fail. High grades attest to a sort of quality assurance for later work. Again, they do not necessarily reflect all knowledge or creativity. Tests come in three types: objective, subjective, or a combination of both. Objective testing generally has a definite answer. Objective tests are generally made up of the following types of questions: Multiple-choice, True-False, Matching, Listing, math problems, short answer, and fill in the blank. There can be variations on this such as filling parts of the Krebs cycle. Subjective testing generally has a component of value judgment on the part of the Instructor. Essay test questions and written papers generally are the type of test that fall into this category. Some math, chemistry and physic instructors give partial credit for setting up the problem correctly (objective). If you are going to give partial credit you should state this in the instructions

for the test and have a set amount of points that you give. Beware that subjective tests are open to controversy, since there is the value judgment on the part of the instructor. If you are going to use a take home test with essay questions you should decide and tell the students that you will grade grammar. Objective Test questions generally fall into three categories: Need to Know, Nice to Know, and trivia. 85% of a test should reflect Need to Know material 10% should reflect Nice to Know and 5% trivia. This allows an instructor to sort the “Bs” from the “As.” In a perfect world grades for a class would look like a prefect bell curve on a graph. The curve of grades for any class will vary Sometimes there will be more “Bs,” sometimes more “Ds.” To flunk 90% of a class means the instructor has not taught or has failed, since we that some students will learn in spite of the instructor. To give everyone in the class “As,” is also not to teach “Anyone can teach a

class of geniuses. It takes a real teacher to teacher the less intellectual” Tom Gruber, Dean of Science and Math. Teachers open the door, but you must enter by yourself. Chinese proverb Bell Curve 13 Source: http://www.doksinet Testing and grading must be fair. Remember that you are not out to hurt the students but trying to assist them in becoming a life long learners. Another few words on testing. Think about what the test is measuring and make sure you know how to convert the grades into a usable scale. Why? The last night of one semester I had an instructor come to the office after giving her final. First she asked how to convert a 66 question test to a 100 point scale. Next the test was worth 20% of the final grade, but the instructor did not know how to convert the test to 20% of the final grade. What I am suggesting if you are unclear on how to do this, ask before you give the test. Education is the movement from darkness to light. Allan Bloom E. Final Exam Become

familiar with the date of your final exam. It is not unusual for adjuncts to have final exams on the last night of testing and be expected to have grades in the computer by 8:00 a.m the next morning While I would not suggest this for all finals or testing, using an objective test and grading the test using the Scranton machine may solve the time problem. Do not ask to change the time of your final exam, since students are involved with other final exams. This would be grounds for a grade appeal on a student’s part if you changed the time of the final exam. F. Tests Tests are education’s answer to a measuring stick. They provide an instructor feed back to see if material is being learned. Tests papers should be scrutinized to see if all students missed the same question or cluster of questions regarding a part of the material. This is much more difficult to do when using essays as Communication does. It is easier to make several versions of the same test if the test is objective

when you are constructing the original exam. This allows you to have a make-up test ready for any student. G. Grades Sometimes I think it there should be a sign above every classroom door. “Students earn grades, instructors only do the math.” When students get angry with an instructor the first thing they generally say is he or she gave me an “F.” Students have to realize you don’t “give,” grades, but they “earn,” grades. This why having a fair and easy to understand grading scale is important. A couple of years ago a University on the west coast abandoned the alpha numeric grading scale for “pass” and “fail” grades. The reason was that grading was comparing people and poor grades discouraged students. Sounded like a great system until the students tried to get into law school, medical school or graduate school. Everyone wants to know what they made as a grade in a course. Most instructors use the ten point scale 90 to100 is an “A,” etc If you 14

Source: http://www.doksinet use a different grade point scale please give a copy in your syllabus to your students and a copy in your roll book. H. Uses for Quizzes 1. Give a quiz at the end or beginning of class and use it as your attendance roll. Give a quiz over your syllabus to make sure students understand what is expected of them. 2. Use the average of the quizzes to either subtract for one regular test or to count for a percentage of their final grade. 3. Give quizzes for bonus points Use this method when a large number of students do not attend. Make sure that it is written in your syllabus that you may do this. 4. Use quizzes at the beginning of class to verify that students have read the material to be covered. 5. Use quizzes to test students to see if they have learned the new vocabulary words they are to have learned for that class. 6. Give an open book quiz for students to learn the type of material that you deem important for them to learn. 7. An interesting system

devised by an instructor at another university came up with four different colored index cards. Each color was marked with only an A, B, C, or D. At the beginning of each class the instructor would ask a question over previous material and ask the students to just hold up the colored card with the correct letter. By counting the cards the instructor could identify if he was getting important concepts over to students. 8. Have the students construct a quiz for new material and turn them as homework. 9. Have a quiz when ever someone’s cell phone rings This uses peer pressure to prevent this sort of interruption in the future. A teacher’s importance cannot be measured. I. Extra Credit When is it appropriate to give extra credit? That will vary from class to call. Give yourself room in your grading to allow for extra credit. Our Dietetics Instructor, Cara Blodgett asks her students to correctly spell her name on each test for an extra two points. No class has ever had all students

get her correct A variation on this is to scramble the letters of your last name and have the students unscramble your name for extra points. If a class started out with extremely low grades on the first test you may want to give them reports to do for extra credit. These reports should be over the material they did so poorly on the test. They should not take up class time, nor should they be down loaded from the internet. This is an exercise to learn the 15 Source: http://www.doksinet material , while enhancing their communication skills. This should also be stated in your syllabus or addendum to your syllabus. Extra credit work or questions generally means more work for the instructor, but are certainly worth the effort if the student reaches the goals or outcome for the class. 1. Extra credit is given for a correct answer on a test Commonly called bonus questions. Bonus question material is not general knowledge material. It tends to be esoteric material or trivia from under the

pictures in the textbook. I once had a college history professor who gave an identification question and listed the author of the textbook. Sounds easy until you realize the textbook had 15 co-authors. 2. For an extra credit report 3. Some instructors give extra points for finding current newspaper articles that relate to material being covered in the class. 4. Other instructors give questions that require research on the part of the student to answer. An example of this would be name the world’s largest grass or what is a quark? These questions can be found in all academic areas. Creativity is the key It should relate to the subject, but make the student have to work to get the answer. 5. A lazy, but really excellent way to get the students to review the material is to get them to write a test for the material and select questions for the instructor’s test. You can also use the student questions for a review or a quiz. This will give you insight into what they deemed important

material Education is hanging around until you’ve caught on. Robert Frost J. Make-up test/quizzes When planning your testing for the semester you need to take in to consideration the types of testing you want to use and how they will be averaged for the final grade. Examples of types of testing below: a. b. c. d. e. f. g. h. Mid-term Exam + Final Exam = Final Grade Mid-Term, Final, and two other exams = Final Grade Mid-term, Final, two exams, all quizzes equal one exam = Final Grade Mid-term, Final, two exams, all quizzes equal one exam and drop lowest grade = Final Grade All of the above, plus additional participation grade averaged in. Mid term, Final exam and group/individual presentation = Final Grade Mid Term, Final exam and final project = Final Grade Variations of all the above. The question arises what to do about students who miss exams or quizzes with valid reasons. You should vary the time that you give the quizzes in class One way would be to have some of the quizzes be

open book at the end of a class 16 Source: http://www.doksinet period. Generally a student is awarded a zero for missing a quiz with no opportunity to make the quiz up. Again this should be stated in your syllabus For regular test you can either have a make-up procedure or drop a grade at the end. The problem with dropping a grade is that students will miss more than one test and then what do you do? If you just averaged the test they took you would be rewarding them for missing tests and this would not be fair to the other students who took the test. Making up a test and finding a location where the student can take the test becomes the instructor’s responsibly. This is especially difficult for adjunct instructors. The writing lab will monitor one or two students, but this must be worked out ahead of time. Additionally it should be stated that make-up tests are given at the pleasure of the instructor not the student. Students that fail to show up for make up exams should be

awarded a zero unless they can provide documentation of why they missed the test for the second time. One of my adjunct instructors gave all make-up exams the last night of class. If you had three exams to make-up you took them all the last night. This of course did not help the students to pass the course. The following excuses are usually considered valid if accompanied by paper work: 1. 2. 3. 4. 5. 6. Medical/hospital In jail Active military Car accident on the way to campus for test Court appearance Death in immediate family, mother, father, sibling, spouse, off-spring. There may be others and I am sure that some student will come up with another to add to this list. Lessons hard to learn are sweet to know. Proverb K. Labs Grades Labs are a special case. Depending on the lab there may be a practical exam, lab reports, and lab homework to determine the student’s grade. All of these in variation can be used to determine the final grade. The greatest difficulty with labs is

make-up practical exams. Determine ahead of time what you will do if a student misses a practical exam. Averaging the other grades is not a good option. Adjuncts generally do not have the opportunity to give make-up final practical exams. Plan for this accordingly by discussing this with a full time instructor. Or can the student do a report for the grade? Since you may not be teaching the next semester giving an “I” contract would not be a good answer. 17 Source: http://www.doksinet The fruits of teaching are harvested for a liftetime. L. Group and Individual Presentations Group and individual presentations are often excellent ways for students to learn about material. It is a relaxed method for the student not giving the presentation to have material presented by someone other than the instructor. Presentations when accompanied by written reports on the material reinforce writing and communications skills so necessary for student success in the real world. At the back of this

booklet is a form used by Business & Technology Adjunct, Willow Wilson to grade the group and have the individuals of the group grade each other. It is one of best forms of this type Feel free to improve on this form or just to use it as is. Experience is a hard teacher because she gives the test fir, the lesson afterwards. Vernon Law M. Participation Grades The participation grade this section refers to is one that counts course attendance or class participation as part of the student’s final grade. Participation grades are fraught with many difficulties. First and foremost it would appear to the students that the only way you can get tem to come to class is to reward them with a grade. This sends a very bad message about your course and you as an instructor. Additionally, a participation grade is difficult it not impossible to appeal. This alone makes it suspect, since it is strictly subjective If a student misses a day does that drop him or her from and “A,” to a “B?”

Is this fair” Lastly participation grades become in the hands of unethical instructors a punitive weapon against students Participation grades that are used in conjunction with other grades such as attendance and quizzes can aid students if used to help and not punish student, but again they must be fairly given. Melanie Deffendall gives her students one point for each class that they attend, up to 15 points toward the total points for the course. This takes the subjective part out of the grading Every day that we spend without learning something is a day lost. Beethoven N. Using Computers to enhance learning Computers are the latest in a long line of teaching tools. Can they assist in learning? Certainly. But nothing will replace a good instructor The majority of students need the feed back from an individual. Even students that take on-line 18 Source: http://www.doksinet courses require answers to e-mail or “live” chat rooms where instructors can answer student questions.

The instructor’s role increases in importance due to their role as a guide for student to stay on track. How can you use computers to enhance your teaching? Instructor usage: 1. 2. 3. 4. Use them to get current articles or topics off the internet Use them to look up new terms or vocabulary words. Use them to keep spread sheets for attendance and grading. Write test and use textbook question banks to do multiple versions of tests, so that you will have a make multiple copies of the test available. Use the compute to produce PowerPoint presentations on material. Keep abreast of changes in your academic field. Post your class notes on Black Board. Use streaming video to post your lectures on Black Board. Search the web for better ways to teach the same information. Use the computer sites for student assignments and to teach about academic honesty. 5. 6. 7. 8. 9. 10. Student usage: 1. 2. 3. 4. Allow students to find relevant articles for extra credit. Have the students suggest a use.

Make the students use the computers to print papers. Have them search sites for new discoveries on topics. Every instructor no matter what College are University you work for should be familiar with a grade book computer program and at Delgado you should attend classes in the CATT lab to learn Black Board, so that you can post your syllabus, assignments, notes, etc. O. Audio Visual Aids First and foremost never borrow an audio visual device without knowing how to use it. They cost a lot and funds are limited No one appreciates a person who breaks equipment that others need in the department. Some of the types of media devices available to you as an instructor are: TV/VCR/DVD, LCD projectors, over head projectors, slide machines, video cameras, laptop computers, and compressed video. The two things you need to know about Media: 1. Don’t use it if you don’t know how it works 2. Media generally makes students passive Students after viewing a movie on a TV/VCR will not be able to have

a lively discussion, since most will be lulled into a passive state by the movie. If you are 19 Source: http://www.doksinet going to show a movie and want to have a discussion after, give the students a short break and then start the discussion. This holds true for most kinds of media, except for models. The latest wave of media toys for the classroom is the LCD projector and the laptop computer. The college is in the process of placing these in all the classrooms over the next several years. Both the media center and the Evening Division have LCD projectors that can be borrowed. P. Motivation Motivation is the responsibility of the instructor. If learning your subject was easy every student would make “A” and pass out of the course. Many instructors consider teaching as being “on.” I knew one instructor who said the words,” Show time,” before entering the classroom each time. I personally prefer saying, “Magic time.” Since nothing to an instructor is more

satisfying than seeing the smile on a student’s face or the spark of understanding in their eyes. Your presentation reflects your personal style and if you are shy and withdrawn the students will pick up on this and reflect your personality back at you. Everyone does not have the forceful personality or interesting way to teach material, but you need to look for ways that motivate you and your students. Reading from a textbook is not an acceptable way to teach, since the students already have the textbook. You were hired to make the dry pages come alive and motivate the students to read those pages. Delgado Community College is moving to be a student centered college. This means that students are to become more responsible for their education. You can do this by making your course relevant, competitive, accessible, and accountable. You can motivate them by relating the learning activities to the real world of work and explaining they are learning skills that will provide them for a

basis for future learning in their field. We know that the job market will continue to change to meet the changes of technology and students need to be able to position themselves to take advantage of these changes. They need to know that they will be expected to learn the rest of their lives. No longer can a person depend on just one skill. How does this relate to Motivation? When we make the courses relevant to the real world many student realize why they need to learn these skills. Do not be afraid to use real world examples Act as if it were impossible to fail. Proverb Q. Vocabulary It is a given that many of our students come to us under prepared. Part of being under prepared is that they have had little or no exposure to reading for pleasure or knowledge. How can we assist them in reaching their educational goals? In many cases we need to teach them the vocabulary of a subject so that they can learn. Sounds easy, but we need to reinforce this learning Make sure that you pronounce

new words for students. 20 Source: http://www.doksinet You can give them a quiz on the vocabulary at the beginning of the class. Have a vocabulary bee. Read the definition and have the students sit down who do not know the word. You can always give extra credit or a candy bar to the winner. One of the neatest tricks I have ever seen for students to learn the vocabulary of a chapter was to have them write down twenty of the words. Trade papers with someone in the room. As the instructor read a list of arbitrary definitions, have the students mark off the words for those definitions. The first student checking a paper that has all twenty words and the student that wrote the words get extra credit. Other ways to make sure students learn the vocabulary for material is to make up cross-word puzzles or scrambled word puzzles. You can use them as homework, extra credit, or quizzes. The worst practice I have ever seen is the instructor that used scrambled word puzzles every class. Too much

of a good thing is too much. Michael Green of our Communication Division suggests each student in all his classes get a novel to read during the semester. While we can teach them vocabulary this does not teach them the nuance of the language. Reading a professional writer can teach this usage and nuance. Mr. Green also teaches writer response in his English classes and shows the students the editorial page and the letters to the editor to illustrate writer response. This also shows them a real world use of this writing method and an example that it is longer than the exit exam they have to write. The best part of a book is not the thought it contains but the thought it suggests. Proverb R. Writing in non communication courses It is really important that you try to incorporate a written component into your teaching not just taking class notes. It can be a lab report, essay, identification question, long essay answer or just a written report. It is important to stress to our students

that in order to function in this world you must be able to communicate both in written and oral forms. An investment in knowledge always pays the best dividends. Benjamin Franklin S. Class room decorum and student behavior You set the tone for your classroom. The tone should be cordial, but not familiar Students should feel comfortable enough to ask you questions and to ask see you outside of class for appointments. Students will test your tolerance on what you will put up with. If your rules are clear and fairly enforced, you will have fewer problems in your classroom. Consistency is the key What you do to one student you must do to all and you must always be fair. NEVER MAKE A 21 Source: http://www.doksinet THREAT YOU DO NOT HAVE THE POWER TO ENFORCE. You are an authority figure to your students, so do not try to be their “buddy.” Students should address you as Ms. Smith or Mr Jones Calling instructors by their first name is inappropriate and leads students to think of you

as their “pal.” You are more than a leader you are their guide to learning. As such you must be firm and never forget what you want for them as an outcome for the course. You have several options when it comes to students misbehaving. First you should review the student Judicial Code published each semester in the schedule and in the College catalog. It is excellent and covers most problems Second never get into a yelling match with a student. You will lose the respect of all your students. Never make a threat, such as, “I will fail you” or “I’ll have you kicked out of my class.” Granted some behavior demands that the campus police be called in to remove a student, but you as the instructor need to keep a cool head in the heat of the moment. The campus police are here to help you and yelling at them is not the way to win their assistance. In the book The Godfather, by Mario Puzo, the Don never yells. When he is angry he lowers his voice to a whisper and steps back. This

forces the student to listen and sometime gives them time to cool off. The worst thing you can do in a confrontation with a student is to laugh at them. This will only make the matter worst, even violent. If a student is disruptive your first step is to talk to them before or after class. Document this meeting. If the behavior continues have the Division counselor meet with the student to discuss their behavior and why it is inappropriate. You should also talk with the Dean of your Division if the behavior continues and follow his or her directions on the next step. This may mean contacting the Assistant Dean for Student Life and Judicial Affairs and having the case heard by the panel. The College Judicial Code: 1. GENERAL POLICIES AND PROCEDURES In order to assure that all students are familiar with their rights and responsibilities, Delgado Community College provides the following information in the Delgado Policy Manual, which is available in the college library, on a link to the

college’s home page, in the office of the Vice Chancellor of Academic and Student Affairs, and in each campus/learning center Student Affairs Office. Student rights and responsibilities are also listed in each semester’s Class Schedule. STUDENT RIGHTS In order to provide conditions indispensable to the full achievement of the objectives of higher education, the college guarantees the following rights to all students: 1. Consideration for admission without regard to race, age, disability, color, sex, national origin, religion, or political beliefs, sexual orientation, or marital or veteran status. 22 Source: http://www.doksinet 2. Participation in campus, local, national, or international organizations for intellectual, religious, social, political, economic, or cultural purposes when such organizations do not infringe upon the rights of others. 3. Issuance of publications following appropriate procedures 4. Democratic student governance 5. Use of campus facilities, with

appropriate approval 6. Choice of speakers and topics, subject to approval 7. Petition for changes through proper channels 8. Due process in discipline matters STUDENT RESPONSIBILITIES Acceptable student conduct is determined, in most cases, by good sense and judgment. The following acts as set forth by legislative action and Board of Supervisors policy are contrary to acceptable conduct. Any student who commits or attempts to commit any of these acts will be subject to disciplinary proceedings. 1. Intentional obstruction or disruption of teaching, research, administration, disciplinary procedure, or other authorized college event. 2. Unauthorized occupation of or unauthorized entry into any college facility 3. Physical abuse or threat thereof against any person on campus or at any college authorized event, or other conduct that threatens or endangers the health and safety of any such persons. 4. Theft or damage to property of the College or injury to a person on the campus. 5.

Intentional interference with the right of access to college facilities or with any lawful right of any person on the campus. 6. Setting a fire on campus without proper authority 7. Unauthorized use or possession on the campus of fire arms, ammunition, or other dangerous weapons, substance, or materials. 8. Dishonesty such as cheating or plagiarism or knowingly furnishing false information to the college. 9. Forgery, alteration, or misuse of college documents, records or identification 10. Use, possession, or distribution of narcotic or dangerous drugs such as marijuana, hallucinogens, or other drugs which are not prescribed or expressly permitted by law. 11. Failure to comply with the directives of campus police officials and law enforcement officers acting in performance of their duties, or to identify oneself to these officers when requested to do so. 12. Conduct which adversely affects the student’s suitability as a member of the academic community (e.g, drunkenness, use of

profanity, disorderly conduct) 23 Source: http://www.doksinet 13. Aiding or inciting others to commit any act set forth above 14. Smoking in any college facility 15. Gambling in any form on college property 16. Use or possession of any alcoholic beverage on campus except at functions as approved by the Chancellor of the College. 17. Misuse or Abuse of Computer Equipment, Programs, or DataUnauthorized use of computing resources or use of computing resources for unauthorized purposes is prohibited. This may include but is not limited to such activities as accessing or copying programs, records, or data belonging to the College or another user without permission; attempting to breach the security of another user’s account or deprive another user of access to the College’s computing resources; knowingly or carelessly performing an act that will interfere with the normal operation of computers, terminals, peripherals, or networks; using the College’s computing resources for

personal or financial gain; allowing noncollege personnel access to college computing resources; displaying obscene, lewd, or sexually harassing images or text in use of college computing services; transporting copies of College programs, records, or data to another person or computer site without written authorization; attempting to destroy or modify programs, records or data belonging to the College or another user. Actions requiring discipline are not limited to the above. STUDENT JUDICIAL PROCEDURE In case of student misconduct, the following procedures apply: 1. Report is made in writing to the chief student affairs official of the campus or learning center within one week of the incident. 2. The Student Affairs official, having determined that a violation has taken place, interviews the student within one week. 3. The Student Affairs official either notifies the parties involved that no disciplinary action is merited or investigates the charges further. 4. The Student Affairs

official then either imposes a sanction or schedules a hearing with the Campus Judicial Committee. Either way, the student is informed 5. The student may challenge the decision of the Student Affairs official by requesting a hearing before the Campus Judicial Committee. 6. Following the hearing, the student may appeal to the Campus Provost within 72 hours. (For a complete description of the policy and procedures, see “Student Judicial Code” (SA-1448.1A, 2001), available in the Student Affairs Office on each campus.) 2. DRUG-FREE CAMPUS POLICY Delgado Community College prohibits the abuse of drugs, including alcohol. It is unlawful to possess, use, or distribute illicit drugs on Delgado property or at any 24 Source: http://www.doksinet college-sponsored event, whether or not the event occurs on campus. In addition, Delgado prohibits the use of alcohol on campus, except as designated in the college policy “Alcoholic Beverages at Student Functions (SA-1475.1c, 1997).” The

college provides counseling, referral services, and other assistance to students, faculty, and staff who seek help with substance abuse problems. Alcohol and drugs can seriously damage physical and mental health, as well as jeopardize personal and public safety. For these reasons, violators of the Delgado drug policy will face disciplinary action, as outlined in “Drug-Free College” (PR-2530.1A, 1997) Penalties for students who are substance abusers include suspension or expulsion. Penalties for faculty and staff members include termination of employment. As with all illegal activities, substance abuse can result in criminal prosecution as well, under state and federal laws, including section 22 of the Drug-Free Schools and Campuses Act Amendment of 1989 (Public Law of 101-226). The Student Health Service, Room 102, Building 11, City Park Campus, will answer any questions about alcohol and/or drugs and their effects. College Sanctions Violations of the college drug policy by

students, faculty, or staff will result in disciplinary action. Depending on the nature of the offense, this can take the form of a written reprimand, suspension, demotion, reduction in pay, or termination of the person’s association with Delgado. Disciplinary actions against students will be imposed in accordance with the school standards. Legal Sanctions It is unlawful in Louisiana to produce, manufacture, distribute, dispense, or possess illegal drugs. The most common illegal drugs on college campuses are marijuana, opium derivatives, hallucinogens, depressants, cocaine, cocaine derivatives, and amphetamines. The Criminal Code of Louisiana carries specific penalties for the possession and use of illegal drugs. It is also unlawful in Louisiana for anyone under 21 years of age to purchase or possess any alcoholic beverages for any reason, in any place open to the public. Driving under the influence of alcohol is illegal in Louisiana, and anyone with a blood alcohol level of .10 or

above will be charged with driving while intoxicated (DWI) or driving under the influence (DUI). 3. FAMILY EDUCATION RIGHTS AND PRIVACY ACT In accordance with the Family Education Rights and Privacy Act (Sec. 513 of P.L 93-380, Education Amendments of 1974, which amends the General Education Provisions Act Sec. 438), postsecondary students attending Delgado Community College have access to their official records as follows: 1. The right to inspect and review the student’s education records 25 Source: http://www.doksinet 2. The right to request the amendment of the student’s education records to ensure that they are not inaccurate, misleading, or otherwise in violation of the student’s privacy or other rights. 3. The right to consent to disclosures of personally identifiable information contained in the student’s education records, except to the extent that the Act and the regulations authorize disclosure without consent. 4. The right to file with the US Department of

Education a complaint concerning alleged failures by the institution to comply with the requirements of the Act and the regulations. 5. The right to obtain a copy of the institution’s student record policy (“Student Records”, SA-1442.2, 1996) Under this Act, Delgado Community College assumes that all students are independent. Parents of dependent students must prove such dependence through the presentation of the latest 1040 form filed with the IRS before they will be granted access to any student record of their dependent. The Act provides that certain information, designated as directory information, concerning the student may be released by the college unless the student has informed the college that such information should not be released. Directory information includes the student’s name, address, telephone number, date and place of birth, date of enrollment, division in which enrolled, classification, major, degree(s) earned, awards, participation in officially recognized

activities and sports, weight and height (of members of athletic teams), and the most recent previous educational agency or institution attended. A student who desires that any or all of the above listed information not be released must notify the Office of the Registrar in writing each semester within 10 days after the final day of registration. Requests for further information should be made to the Office of the Registrar. (“Student Records,” R. Safety & Telephone Numbers to Call Safety is everyone’s business. This includes unsafe practices in labs or in lecture rooms. It is extremely important that any safety rules or procedures for you course be written in the syllabus. If you are teaching in a computer lab it is very important that students not bring food or drink into the area. Liquids can destroy the computers and food will draw ants that will nest in the nice warm computers. Who do you call for a safety problem? Campus Police deals with these problems and will call

for the fire department, ambulance service, or other agencies as needed. In case of student getting suddenly ill or injured - call Campus Police 483-4112 In case of fire - call Campus Police 483-4112 In case of a fight - call Campus Police 483-4112 26 Source: http://www.doksinet In case of a disruptive student that refuses to leave class - call Campus Police 483-4112 Campus Police in the above case will file a report of the incident. They will also take statements from students if a student has been injured or disruptive. Our class rooms are not equipped with first aid kits. Only the police or the Paramedic (days only) have first aid materials. Hazardous waste such as body fluid should be handled by the Custodial staff. Please contact the Evening Division or House Keeping for assistance. S. Miscellaneous By being a role model for your students and encouraging them to learn your subject you will assist the College in its’ mission to retain students. The majority of our students

are first generation college students, so they have little support from their family and friends regarding college life. By getting to know your students and having them look upon you as a resource you increase their chances of staying in College. The bravest instructor I have ever met called each of his students on the telephone after the semester to ask them how he could have taught them better? (Herbert Jolly) How brave are you? Success belongs to the prepared. IMAGINATION is more important than knowledge. Kowledge is limited Imagination encircles the world. Albert Einstein 27 Source: http://www.doksinet PART 2 – THERORIES AND PHILOSOPHIES V. WHAT IS LEARNING? Learning is a change in behavior in response to a need. Educational jargon changes like skirt lengths. Some times it covers the subject, but most of the time it just hints at more. Some of the educational jargon phrases inflicted on educators in the past thirty years are: Students were to learn concepts, have

objectives, out comes, and shifts in paradigms. Most of the information about learning is more descriptive than defining. For example we know people learn when there is a need. A foreign student takes a college English course to learn English to be able to communicate in English. In that case the need is obvious. The need to take a Speech class may not be as obvious to a non speech major. It is the role of the instructor to tie the real world and the academic world together. To use educational jargon, it is the responsibility of the instructor to make his or her subject relevant to each student. It is also the duty and responsibility to encourage students to become life long learners. Another thing that we know about learning is that if we were to graft learning on a chart it would not be in a straight graph going up, instead the graft would look like a set of steps. Learning is bumpy and definitely not in a straight line The synergetic effect of ideas coming together in a person’s

brain and forming a solid basis of knowledge is amazing. Our system of dividing knowledge into subjects for classes is an out growth of European higher education, Thomas Dewey and James Conant in the last century. Europeans wanted people to be well rounded in the arts and sciences The concept was to be a renaissances person and for students to be able to appreciate both the abstract and practical world. Dewey and Conant codified our learning system into subjects to obtain the goal of making a person well rounded in subject areas and adaptable. The credit hour system used in colleges and universities was established by Carnegie. A three hour class was supposed to represent nine hours outside of class in preparation. If getting a higher education degree was easy everyone would have one. This is one of the things that set a higher education degree apart. A student must strive and achieve and mostly over come obstacles. This orientation toward a goal and adaptability is one of the reasons

that college degrees are prized by employers. It shows employers that the person is able to work with others and to over come obstacles and complete a goal. Please note that college degrees do not necessarily play a part in creativity. Bill Gates the founder of Microsoft is a Harvard drop out. 28 Source: http://www.doksinet Another thing you should realize about learning is that intelligence does not always have anything to do with how well a person does. One of my graduate professors used the following example: There is a certain European Prince with an I.Q of 90, with 100 being average While the man is not slow, he would out do the majority of our faculty, since he has been exposed to more than we have. What does that mean? It means that very smart people who have been raised without intellectual materials to stimulate them, may not perform as well as students with lower I.Qs who have been exposed to more intellectual material and experiences. This has nothing to do with

heredity, but with exposure to intellectually stimulating material. We know if you leave a baby in a crib and it has no interaction with adults or things to stimulate it, the baby will fail to thrive. My mother has an adages as do all parents, that goes as follows: “If I wanted bakers for children I would surround them with flour. If I want a scholars as a children I should surround them with books.” The key is that many of our students come from homes that have no reading materials. Then we expect them to write with college level proficiency. We can teach them the definition of a word, but we cannot teach them the nuance of language unless they read. (Michael Green, Communications). The material from here on in the booklet was taken off the world wide web on learning. Since College instructors are generally only trained in their academic field this is good information to ponder and learn from. A. BLOOM’S TAXONOMY OF INTELLECTUAL BEHAVIOR In 1956, Benjamin Bloom headed a group

of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level.the recall of information Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Verb examples that represent intellectual activity on each level are listed here. 1. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state. 29 Source: http://www.doksinet 2. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate, 3. Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate,

practice, schedule, sketch, solve, use, write. 4. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. 5. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write. 6. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate. B. Application of Bloom’s Taxonomy of Learning Below are listed questions from different disciplines that represent the different levels of learning in Bloom’s Taxonomy. C2.1 Level 1: Knowledge At this level, one simply requires the recall of acquired knowledge. WARNING! A test at this level can easily become a “Trivial Pursuit” exercise! Example C2.11 Which one of the following persons is the author of “Das Kapital”? 1. Mannheim 2. Marx 3. Weber 4. Engels 5. Michels

Note that the responses are internally consistent - they are all the names of Germans whose written work have been major contributions on social issues. Example C2.12 In the area of physical science, which one of the following definitions describes the term “polarization”? 1. The separation of electric charges by friction 2. The ionization of atoms by high temperatures 3. The interference of sound waves in a closed chamber 4. The excitation of electrons by high frequency light 5. The vibration of transverse waves in a single plane Simple recall of the correct definition of polarization (#5) is required. Internal consistency and plausibility are maintained in that all responses are actual physical phenomena. Example C2.13 30 Source: http://www.doksinet According to the microgenesis of perception concept, the threshold of awareness consists of a hierarchy of thresholds. Which one of the sequences shown below is correct? 1. Recognition thresholds > physiological thresholds

> detection thresholds. 2. Physiological thresholds > detection thresholds > recognition thresholds. 3. Physiological thresholds > recognition thresholds > detection thresholds. 4. Recognition thresholds > detection thresholds > physiological thresholds. In this example, nothing more is required than the recall of the order of certain pieces of related information. The correct answer is #2 C2.2 Level 2 Comprehension At this level, knowledge of facts, theories, procedures etc. is assumed, and one tests for understanding of this knowledge. Example C2.21 Which one of the following describes what takes place in the so-called PREPARATION stage of the creative process, as applied to the solution of a particular problem? 1. The problem is identified and defined 2. All available information about the problem is collected. 3. An attempt is made to see if the proposed solution to the problem is acceptable. 4. The person goes through some experience leading to a

general idea of how the problem can be solved. 5. The person sets the problem aside, and gets involved with some other unrelated activity. In this question, the knowledge of the five stages of the creative process must be recalled (KNOWLEDGE), and one is tested for an understanding (COMPREHENSION) of the meaning of each term, in this case, “preparation”. Note that this question violates the rule that the answer and distracters should all be of about the same length. It is difficult to get around this one here, so the text is edited so that each line is about the same length. 31 Source: http://www.doksinet C2.3 Level 3: Application In order to classify a question into this group, ask yourself if prior knowledge of the background to the question is assumed to be both known and understood, and whether one is merely expected to apply this knowledge and understanding. Calculations based on known formulae are good examples of this, as shown in the example below: Example C2.31 Which

one of the following values approximates best to the volume of a sphere with radius 5m? a. 2000m³ b 1000m³ c. 500m³ d e. 250m³ 125m³ In order to answer this question, the formula 4[pi]r³> /3 must be known (recall of knowledge) and the meaning of the various symbols in the formula understood (comprehension) in order to answer this question. The correct answer is #3 Example C2.32 Which one of the following memory systems does a piano-tuner mainly use in his occupation? 1. Echoic memory 2. Short-term memory 3. Long-term memory 4. Mono-auditory memory 5. None of the above This is clearly a case of testing for the application of previously acquired knowledge (the various memory systems), which is also understood, as the meaning of each term must be clear before the student can decide whether it is applicable to the given situation. The correct answer is #1. Note that students may not necessarily know what a piano- tuner is or does. Watch out for cultural bias! The next example

is more difficult to classify: Example C2.33 You are the sole owner and manager of a small enterprise employing 15 workers. One of these, Alfred, (who has been working for you for the past year and has somewhat of a history of absenteeism), arrives late for work one Wednesday morning, noticeably intoxicated. Which one of the following actions is the most appropriate in the circumstances? 1. You terminate Alfred’s employment on the spot, paying him the wages still due to him. 32 Source: http://www.doksinet 2. You parade Alfred in front of the other workers, to teach them all a lesson. 3. You give Alfred three weeks’ wages in lieu of notice, and sack him. 4. You wait until Alfred is sober, discuss his problem, and give him a final written warning, should it be required. 5. You call Alfred’s wife to take him home and warn her that this must not happen again. Note that this question is classified as APPLICATION as in order to answer it, the relevant labor legislation should be

known and understood. One could made a case for it to have a higher classification such as EVALUATION, on the grounds that one is asked to evaluate which one of the proposed actions is the best in the circumstances, or ANALYSIS, on the grounds that in order to select the most appropriate answer, one should analyze the possible outcomes of each decision. For both these levels, one would expect a greater amount of information as to Alfred’s situation, the relationship between Alfred and his co-workers, union involvement in the enterprise etc., and have a more sophisticated set of distracters. Here, option #4 is clearly the best both on legal and human terms. Note that the figure of speech “on the spot” may not be understood by second- language students. Use suitable language! C2.4 Level 4: Analysis Example C2.41 “The story is told of the famous German Organic Chemist Auguste Kékulé who was struggling with the problem of how the six carbon atoms of benzene were linked together.

He was getting nowhere with the problem, and one day fell asleep in front of the fireplace while he was pondering on it. He dreamt of molecules twisting and turning around like snakes. Suddenly, one of the snakes swallowed its own tail and rolled around like a hoop. Kékulé woke up with a start, and realized that his problem could be solved if the six carbon atoms of benzene were attached to each other to form a ring. Further work showed that this was entirely correct.” The above passage illustrates a particular phase of the creative process. Which one is it? 1. preparation 2. incubation 3. orientation 4. illumination 5. verification In the above example, the student is expected to know and understand the five stages of the creative process, and to apply this knowledge to an important factual example of creative thinking (the elucidation of the chemical structure of the benzene molecule). The 33 Source: http://www.doksinet ability to analyze the data (i.e the given text) in

terms of each of the five stages is what is being tested. The correct answer, by the way, is #4 Example C2.42 (Assume the question below is asked in a philosophy test) Read carefully through the paragraph below, and decide which of the options 1-5 is correct. “The basic premise of pragmatism is that questions posed by speculative metaphysical propositions can often be answered by determining what the practical consequences of the acceptance of a particular metaphysical proposition are in this life. Practical consequences are taken as the criterion for assessing the relevance of all statements or ideas about truth, norm and hope.” 1. The word “acceptance” should be replaced by “rejection” 2. The word “often” should be replaced by “only” 3. The word “speculative” should be replaced by “hypothetical” 4. The word “criterion” should be replaced by “measure” This question requires prior knowledge of and understanding about the concept of pragmatism. The

paragraph, seen in this light, contains one word which vitiates its validity, and the student is tested on his/her ability to analyze it to see whether it fits with the accepted definition of pragmatism. With this in mind, #2 is correct Option #1 would degrade the paragraph further, while #3 and #4 would simply result in changing to acceptable synonyms. Note that this question does not address Level 6 (Evaluation), as one is not asked to pass a value judgment on the text. This must be considered as a very difficult question, and will obviously require a high level of reading skills. Bear in mind that there will be a significant time factor involved. Example C2.43 Look at the following table and indicate which countries’ statistics are being reported in rows A, B and C. Structures of total employment GNP per Growth rate of Population 1980-85 (percentages) capita 1991 GNP per capita growth rate ($ USA) p.a 1980-91 1980-91 Agriculture Industry Services A 500 2,5% 1,5% 51 20 29 B

1570 5,8% 1,6% 74 8 8 S.A 2560 0,7% 2,5% 17 36 36 1,7% 0,3% 6 32 32 C 25110 Choose your answer from the following list of possible answers: 1. 2. 3. 4. A is South Korea; B is Kenya; C is Canada. A is Sri Lanka; B is Germany; C is Thailand. A is Sri Lanka; B is Thailand; C is Sweden. A is Namibia; B is Portugal; C is Botswana. 34 Source: http://www.doksinet In order to answer this question, students must be able to recall the relative economic rankings of various countries (KNOWLEDGE) and understand the basis for such a ranking (COMPREHENSION). They must be able to apply these concepts when information is supplied to them (APPLICATION), and they must be able to ANALYZE the given information in order to answer the question. Students did not like this question when they were faced with it in a class test, as their immediate reaction was that “it was impossible to remember the statistics for all the countries that were discussed in class and given to them in

handouts”. They were surprised when told that such detailed knowledge was in fact not expected of them, but that they were to examine the table and perform a ranking on the basis of concepts that they should have mastered. The correct answer is 3 C2.5 Level 6: Evaluation At this level, one is asked to pass judgment on, for example, the logical consistency of written material, the validity of experimental procedures or interpretation of data. Example C2.51 A student was asked the following question: “Briefly list and explain the various stages of the creative process”. As an answer, this student wrote the following: “The creative process is believed to take place in five stages, in the following order: ORIENTATION, when the problem must be identified and defined, PREPARATION, when all the possible information about the problem is collected, INCUBATION, when there is a period where no solution seems in sight and the person is often busy with other tasks, ILLUMINATION, when the

person experiences a general idea of how to arrive at a solution to the problem, and finally VERIFICATION, when the person determines whether the solution is the right one for the problem.” How would you judge this student’ s answer? 1. EXCELLENT (all stages correct in the right order with clear and correct explanations) 2. GOOD (all stages correct in the right order, but the explanations are not as clear as they should be). 3. MEDIOCRE (one or two stages are missing OR the stages are in the wrong order, OR the explanations are not clear OR the explanations are irrelevant) 4. UNACCEPTABLE (more than two stages are missing 35 Source: http://www.doksinet AND the order is incorrect AND the explanations are not clear AND/OR they are irrelevant) In the above question, one is expected to make value judgment on the content of the given text (KNOWLEDGE of the subject is required), the meaning of the terminology used (COMPREHENSION of the subject matter), and its structure (ANALYSIS

of the answer for the right order of events. The correct answer here is #1, but suitable modification of the putative student answer could provide a small bank of questions with other correct answers Example C2.52 Another example is the “Assertion/Reason” question, in which two statements linked by “BECAUSE” have to be evaluated in the light of certain criteria: Judge the sentence in italics according to the criteria given below: “The United States took part in the Gulf War against Iraq BECAUSE of the lack of civil liberties imposed on the Kurds by Saddam Hussein’s regime.” a. The assertion and the reason are both correct, and the reason is valid. b. The assertion and the reason are both correct, but the reason is invalid. c The assertion is correct but the reason is incorrect. d. The assertion is incorrect but the reason is correct e. Both the assertion and the reason are incorrect The correct answer is “b”, since while it is true that the United States took part in

the Gulf War, it is also true that the Kurds in Iraq did not (and still do not) enjoy an abundance of civil liberties, but the threat to the US’s oil supply as a result of Iraq’s invasion of Kuwait was a much more pertinent reason for the United States joining in the fray. A knowledge and understanding of Middle East politics is assumed What is tested here is the ability to evaluate the between cause and effect in the sentence in terms of predefined criteria Points to Ponder: How did the idea of a church bell becoming cannon evolve? If you are interested the following books may interest you. It deals with how inventions evolve Connections by James Burke VI. STYLES OF LEARNING There are many theories on how people learn. The most practical is that people learn in response to a need. The need can be a grade, survival, or a goal If an instructor can tap into this need he or she can insure that a student will learn. Instructors used to ask what a student expected as a grade for a

course? Now the question is what do you want as an out come of this course? 36 Source: http://www.doksinet Learning types roughly can be divided into to four groups with some people a combination of two or more. Oral Learners are students who learn best from listening. Visual Learners are students who do better seeing a picture or demonstration of a concept. Small Group learners or Peer learners are students who learn best when grouped with others and can discuss the concept to be learned. Hands on Learners or Practical learners are students who have to have concepts physically demonstrated using a model or project. Some times referred to as hands on learning. When teaching it is important to try and teach concepts that all types of learners can benefit from. Unfortunately, some courses lend themselves to one type of learning more than another. Points to Ponder: You will note that the above methods of learning also reflect the way people like to work. Some people like to work with

machines, some with people, some with things, and some alone. Using these two points it is often easy to suggest occupations to students who fall into the above learning style groups. VII. TYPES OF PERSONALITIES EFFECTING TEACHING Students and instructors have various kinds of personalities. These difference will affect the way an instructor teaches and how or if a student will learn. By knowing what your personality type is as an instructor you should be able to compensate for the students that learn in a different way. The following are several different personality groupings with descriptions. Which one best describes you? True Colors sorts people into four colors, although no one is exclusively one color. The system uses the following colors to represent specific personality types: • • • • Gold: These are people who tend to be orderly, dependable, thrive on structure, and enjoy helping others; most teachers are golds, according to True Colors information. Blue: They are

sensitive, empathetic, loyal, and enthusiastic. Green: These are the analytical, logical, and intellectual types; they become irritated with drill and routine. Orange: Generally, they are people who are active, competitive, energetic, and impulsive. They seek variety and dislike rules People determine what their main color is by taking an assessment test, during which they indicate whether certain characteristics are similar or dissimilar to them. They also review cards that have pictures of mimes portraying certain characteristics on one side and colors on the other. Participants collect the cards showing characteristics that best 37 Source: http://www.doksinet represent their personalities. Besides having a main color, everyone has aspects of other colors, or traits, in their personalities as well. Another personality test is the Meyer-Briggs based on work by Carl Jung. Again personalities are divided in to four types. ARTISAN SPs, being CONCRETE in communicating and

UTILITARIAN in implementing goals, can become highly skilled in TACTICAL VARIATION. Thus their most practiced and developed intelligent operations are usually promoting and operating (SPT expediting), or displaying and composing (SPF improvising). And they would if they could be virtuosos of one of these forms artistic operation. Artisans are proud of themselves in the degree they are graceful in action, respect themselves in the degree they are daring, and feel confident of themselves in the degree they are adaptable. This is the “Sensation Seeking Personality”trusting in spontaneity and hungering for impact on others. They are usually hedonic about the present, optimistic about the future, cynical about the past, and their preferred time and place is the here and now. Educationally they go for arts and crafts, avocationally for techniques, and vocationally for operations work. They tend to be permissive as parents, playmates as spouses, and play oriented as children. There are

many Artisans to be found in many places where the action is, at least 35% and as many as 40% of the population. GUARDIAN SJs, being CONCRETE in communicating and COOPERATIVE in implementing goals, can become highly skilled in LOGISTICS. Thus their most practiced and developed intelligent operations are often supervising and inspecting (SJT administering), or supplying and protecting (SJF conserving). And they would if they could be magistrates watching over these forms of social facilitation. They are proud of themselves in the degree they are reliable in action, respect themselves in the degree they do good deeds, and feel confident of themselves in the degree they are respectable. In search of security as they are the “Security Seeking Personality”trusting in legitimacy and hungering for membership. They are usually stoical about the present, pessimistic about the future, fatalistic about the past, and their preferred time and place is the past and the gateway. Educationally

they go for commerce, avocationally for regulations, and vocationally for materiel work. They tend to be enculturating as parents, helpmates as spouses, and conformity oriented as children. There are even more Guardians than Artisans around, at least 40% and as many as 45% of the population. IDEALIST NFs, being ABSTRACT in communicating and COOPERATIVE in implementing goals, can become highly skilled in DIPLOMATIC INTEGRATION. Thus their most practiced and developed intelligent operations are usually teaching and counseling (NFJ mentoring), or conferring and tutoring (NFP advocating). And they would if they could be sages in one of these forms of social development. The Idealist temperament have an instinct for interpersonal integration, learn ethics with ever increasing zeal, sometimes become diplomatic leaders, and often speak interpretively and metaphorically of the abstract world of their imagination. They are proud of themselves in the degree they are empathic in action, respect

themselves in the degree they are benevolent, and feel confident of themselves in the 38 Source: http://www.doksinet degree they are authentic. Idealist types search for their unique identity, hunger for deep and meaningful relationships, wish for a little romance each day, trust their intuitive feelings implicitly, aspire for profundity. This is the “Identity Seeking Personality” credulous about the future, mystical about the past, and their preferred time and place are the future and the pathway. Educationally they go for the humanities, avocationally for ethics, and vocationally for personnel work. Social relationships: In their family interactions they strive for mutuality, provide spiritual intimacy for the mates, opportunity for fantasy for their children, and for themselves continuous self-renewal. Idealists do not abound, being as few as 8% and nor more than 10% of the population. RATIONAL NTs, being ABSTRACT in communicating and UTILITARIAN in implementing goals, can

become highly skilled in STRATEGIC ANALYSIS. Thus their most practiced and developed intelligent operations tend to be marshalling and planning (NTJ organizing), or inventing and configuring (NTP engineering). And they would if they could be wizards in one of these forms of rational operation. They are proud of themselves in the degree they are competent in action, respect themselves in the degree they are autonomous, and feel confident of themselves in the degree they are strong willed. Ever in search of knowledge, this is the “Knowledge Seeking Personality” trusting in reason and hungering for achievement. They are usually pragmatic about the present, skeptical about the future, solipsistic about the past, and their preferred time and place are the interval and the intersection. Educationally they go for the sciences, avocationally for technology, and vocationally for systems work. Rationales tend to be individualizing as parents, mind mates as spouses, and learning oriented as

children. Rationales are very infrequent, comprising as few as 5% and no more than 7% of the population. Grasha identified five teaching styles that represented typical orientations and strategies college faculty use. He claims that these styles converge into four different clusters that, like colors on an artist’s palette, make up the characteristic ways professors design instructional settings. A brief description of each cluster is detailed below Cluster 1 The expert/formal authority cluster tends toward teacher-centered classrooms in which information is presented and students receive knowledge. Cluster 2 The personal model/expert/formal authority cluster is a teacher-centered approach that emphasizes modeling and demonstration. This approach encourages students to observe processes as well as content. Cluster 3 The facilitator/personal model/expert cluster is a student-centered model for the classroom. Teachers design activities, social interactions, or problem-solving

situations that allow students to practice the processes for applying course content. 39 Source: http://www.doksinet Cluster 4 The delegator/facilitator/expert cluster places much of the learning burden on the students. Teachers provide complex tasks that require student initiative, and often group work, to complete. By knowing your personality type you should be able to provide for students that have different types of personalities and learning styles different from your own. VIII. RIGHT BRAIN vs LEFT BRAIN Definition This theory of the structure and functions of the mind suggests that the two different sides of the brain control two different “modes” of thinking. It also suggests that each of us prefers one mode over the other. Discussion Experimentation has shown that the two different sides, or hemispheres, of the brain are responsible for different manners of thinking. The following table illustrates the differences between left-brain and right-brain thinking: Left

Brain Right Brain Logical Sequential Rational Analytical Objective Looks at parts Random Intuitive Holistic Synthesizing Subjective Looks at wholes Most individuals have a distinct preference for one of these styles of thinking. Some, however, are more whole-brained and equally adept at both modes. In general, schools tend to favor left-brain modes of thinking, while downplaying the right-brain ones. Leftbrain scholastic subjects focus on logical thinking, analysis, and accuracy Right-brained subjects, on the other hand, focus on aesthetics, feeling, and creativity. How Right-Brain vs. Left-Brain Thinking Impacts Learning CurriculumIn order to be more “whole-brained” in their orientation, schools need to give equal weight to the arts, creativity, and the skills of imagination and synthesis. InstructionTo foster a more whole-brained scholastic experience, teachers should use instruction techniques that connect with both sides of the brain. They can increase their classroom’s

right-brain learning activities by incorporating more patterning, metaphors, analogies, role playing, visuals, and movement into their reading, calculation, and analytical activities. AssessmentFor a more accurate whole-brained evaluation of student learning, educators must develop new forms of assessment that honor right-brained talents and skills. 40 Source: http://www.doksinet Reading Bernice McCarthy, The 4-MAT System: Teaching to Learning Styles with Right/Left Mode Techniques bicameral (bi-kam-ê-ral) adj. having two legislative chambers. Bicameral Images reveal our two selves. Okay, I made up the term, but it fits so well in describing an extremely interesting phenomenon that many people may not realizeeach of us is really two people. No, I don’t mean in the traditional sense of having an alter-ego, or a good and bad side. Nor do I mean that we are all schizoids. I mean we are literally two thinking beings residing in the same body. Like the infomercials say“Wait!

There’s more!” Follow along on this adventure. I won’t disappoint either of you! About ten years ago, I saw an interesting exercise in which a college psychology professor had taken photographs of her students, made copies that were flipped left to right, and then had them cut in half vertically. She reassembled the images using the two similar sides of the face. 41 Source: http://www.doksinet Which Nixon would You buy a used car from? Nixon’s left+left at the far left. The center image is the normal, original portrait. Nixon’s right+right is on the right. [A quick way to do this is to place a small mirror perpendicular to a photograph showing a good front face view. As you look into the mirror you can form a whole face from the reflection of either side.] The composite pictures were humorous. Although the individuals were easily recognizable, their facial expressions seemed to express exaggerated emotions, like anger, suspicion, or happinessand occasionally a look of

total blankness. Even more interesting was the observation that the two sides of the same face were often so different. Why? This exercise seemed to suggest that, while a handful of people have symmetrical faces, a vast majority of us do not. Also it raised the possibility that each side of our face could express different emotions at the same time! Subsequent research into facial expressions and the workings of the human brain has offered an interesting 42 Source: http://www.doksinet theory that not only explains this left and right difference in facial expressions, but could help us to understand our “other self.” First, some science. We’ll keep this light and uncomplicated. Our brain, like the rest of our anatomy, is made up of two halves, a left brain a right brain. There’s a big fold that goes from front to back in our brain, essentially dividing it into two distinct and separate parts. Well, almost separate They are connected to each other by a thick cable of nerves

at the base of each brain. This sole link between the two giant processors is called the corpus collosum. Think of it as a SCSI cable or network connection between two incredibly fast and immensely powerful computer processors, each running different programs from the same input. The left side of our body is “wired” to the right side of our brain, and vice versa. For whatever reason nature did this crossover, it applies even to our eyes, which process their sensory data on opposite sides of the brain. We can thank Nobel Prize Winner (1981) Roger Sperry for this next contribution. Sperry conducted what are sometimes called the “split-brain” experiments. Here’s how it went: A patient suffering from uncontrolled seizures had an area of his 43 Source: http://www.doksinet brain removed by surgery in an attempt to control his illness. This area just happened to be the corpus collosum, which was suspected of having developed lesions (short circuits). Following his surgery,

Sperry’s patient seemed completely normalalmost. A series of tests were conducted where each “half” of the patient was isolated from the other. Different visual and tactile information could then be presented to the patient’s left or right side, without the other side knowing. The results were astounding With their communications link severed, each side of the patient’s brain was functioning independently. Although this did not prevent his ability to walk, talk and eat, some unexpected findings were encountered in some of the higher brain functions when each side was examined independently of the other. The right hand and eye could name an object, such as a pencil, but the patient could not explain what it was used for. When shown to the left hand and eye, the patient could explain and demonstrate its use, but could not name it. Further studies showed that various functions of thought are physically separated and localized to a specific area on either the left or right side

of the human brain. This functional map is consistent for an estimated 70 to 95 percent of us. The main theme to emerge. is that there appear to be two modes of thinking, verbal and nonverbal, represented rather separately in left and right hemispheres 44 Source: http://www.doksinet respectively and that as well as science in neglect the nonverbal What it comes down to society discriminates hemisphere. our education system, general, tends to form of intellect. is that modern against the right -Roger Sperry (1973) Upon completing the map, it was becoming clear to researchers that each side of the brain had a characteristic way that it both interpreted the world and reacted to it. The chart below will help illustrate the characteristics which are known to reside on each side of our brains. LEFT BRAIN FUNCTIONS RIGHT BRAIN FUNCTIONS uses logic detail oriented facts rule words and language present and past math and science can comprehend knowing acknowledges order/pattern

perception knows object name reality based forms strategies practical safe uses feeling ”big picture” oriented imagination rules symbols and images present and future philosophy & religion can “get it” (i.e meaning) believing appreciates spatial perception knows object function fantasy based presents possibilities impetuous risk taking 45 Source: http://www.doksinet Our personality can be thought of as a result of the degree to which these left and right brains interact, or, in some cases, do not interact. It is a simplification to identify “left brain” types who are very analytical and orderly. We likewise certainly know of the artistic, unpredictability and creativity of “right brain” types. But each of us draws upon specific sides of our brain for a variety of daily functions, depending on such things as our education and life experiences. The choices of which brain is in control of which situations is what makes our personalities and determines our

character. Experiments show that most children rank highly creative (right brain) before entering school. Because our educational systems place a higher value on left brain skills such as mathematics, logic and language than it does on drawing or using our imagination, only ten percent of these same children will rank highly creative by age 7. By the time we are adults, high creativity remains in only 2 percent of the population. The Brain and Intelligence There is a known correlation between brain size and intellectual ability. Homo Erectus, our distant ancestor, had a brain size of about 1200 cc. Modern Homo Sapiens have an average brain of about 1400. Oddly, the Neanderthal people who failed to evolve into humans already had a brain size of 1500 cclarger than modern man. Obviously then, its not only how big the brain is as 46 Source: http://www.doksinet much as how it is configured. further evidenced by the fact known genius brains measuring 1000 cc. and as large as 2000 This

is that we have as small as cc. Increasing brain size was a risky endeavor for human evolution. The brain requires a highly stable temperature and a supply of high protein and energy. One quarter of our caloric intake is used for brain energy consumption. The War of the Brains The two brains not only see the world in vastly different ways but, in our current society, the left side just “doesn’t get” what the right side is all about. It tends to dismiss anything significant coming into consciousness from its “flaky” cranial twin. Sometimes two sides can actually disagree, resulting in our perception of emotional turmoil from the expressive protests of right brain. Our conscious mind can only focus on data from one brain at a time. We can switch from one side to the other very quickly (with our corpus collosum intact) but that’s not always the most efficient way to act and eventually ultimate authority to enter consciousness is delegated to one brain or the other. In our

modern world, this battle is almost always won by the left brain. It appears that most people will never reach their maximum potential because of compromises that have been made between these two governing bodies. Sometimes skills which the right brain can perform 47 Source: http://www.doksinet better are routinely handled, with less skill, by the left brain. Ideally, both brains work together in people with optimum mental ability. This coordinating ability may be the key to superior intellectual abilities. In most people, however, the left brain takes control, choosing logic, reasoning and details over imagination, holistic thinking and artistic talent. Methods have been devised to “shut off” the left brain, allowing the right side to have its say. Creative writing courses often use this method to combat “writer’s block.” The logical left side is easily bored by lack of input and tends to “doze off” during such activities as meditation (repeating a mantra or word

over and over) or in sensory deprivation environments. The right brain is then able to “sneak” into our consciousness, filling our minds with emotional and visual vignettes and freely associated images. All too quickly, though, the left brain will assert itself and dispense with these irrational images with its Spock-like logical dominance and the right brain will have to be content to find expression in dreams. Bicameral Images Facial expressions are nothing more than skin and muscle being pulled or flexed according to the control of the brain. Our facial nerves effectively divide our face into two separate sides, each controlled by the opposite side brain. Facial expressions are the earliest form of communication. Experiments conducted on all ages and cultures around the globe have revealed 48 Source: http://www.doksinet that there is universal agreement to some basic emotional facial gestures. Take a moment to see how well you can determine the emotional content of these

selected expressions. Look at the facial expressions depicted above. Write the corresponding letter that represents your interpretation of each of the following emotions: HAPPY, DISGUST, CONCERNED, SURPRISED, SUSPICIOUS, SAD, HORRIFIED, ANGRY. When you’ve made your list, check here for most popular interpretations. Now that (hopefully) you are confident about your ability to “read” emotions, let’s turn our attention to the bicameral images. Let’s use this understanding of left and right brain traits to examine some known personalities. While looking at this gallery of faces, ask yourself which side appears to dominate? -- which emotions seem to be expressed by each side? -- would you buy a used car from a particular side? In some cases, two opposite personalities will be evident while in others (Princess Diana, for example) there seems to be a more uniform and symmetric look. If you’d like to submit a photo of a public figure or 49 Source: http://www.doksinet

politician for us to show, please send scans on either jpeg or gif formats to editor@viewzone.com As you view these pictures, remember that the images on your far left represent the left brain, which, as described earlier, is usually the dominant side Conclusions: Teaching style for most instructors is a form of their personal identity and that is why any criticism of their methods is met with defiance. Teaching is about presentation skills In most cases it is how an individual thinks. Sloppy presentation, poor planning and nonlinear thinking This is why an oral learner instructor may have difficulty relating/teaching a student who is a visual learner. We know a lot about learning, but not really how people learn. We still have not been able to answer how fast and why some learn at all. I leave that for your generation to find out. 50 Source: http://www.doksinet Permanent Group Performance Appraisal Form Group Number Group Name (optional) I, Below,

evaluate each group member, including yourself. Place your name on the Evaluator line and start with yourself. Place an X under the percentage that identifies the performance. For example, if there were 15 meetings and the member attended 10, the percentage would be 67% (10/15). Evaluate the other group members in any order of your choice. Evaluator (Self-Evaluation) Percentage of time this group member: 100-95/94-90/89-85/84-80/79-75/74-70/69-60/50-0 Attended group meetings Completed the preparation work before the meeting Made a quality contribution by giving correct Answers Gave good ideas on how to complete work Actively participated (truly interested and involved) Got along well with group members Took initiative to get things done

Member (evaluatee) Percentage of time this group member: 100-95/94-90/89-85/84-80/79-75/74-70/69-60/50-0 Attended group meetings Completed the preparation work before the meeting Made a quality contribution by giving correct answers Gave good ideas on how to complete work Actively participated (truly interested and involved) Got along well with group members Took initiative to get things done Member (evaluatee) Percentage of time this group member: 100-95/94-90/89-85/84-80/79-75/74-70/69-60/50-0 Attended group meetings

Completed the preparation work before the meeting Made a quality contribution by giving correct answers Gave good ideas on how to complete work Actively participated (truly interested and involved) Got along well with group members Took initiative to get things done Member (evaluatee) Percentage of time this group member: Attended group meetings 100-95/94-90/89-85/84-80/79-75/74-70/69-60/50-0 51 Source: http://www.doksinet Completed the preparation work before the meeting Made a quality contribution by giving correct answers Gave good ideas on how to complete work Actively

participated (truly interested and involved) Got along well with group members Took initiative to get things done Member (evaluatee) Percentage of time this group member: 100-95/94-90/89-85/84-80/79-75/74-70/69-60/50-0 Attended group meetings Completed the preparation work before the meeting Made a quality contribution by giving correct answers Gave good ideas on how to complete work Actively participated (truly interested and involved) Got along well with group members Took initiative to get things done

Member (evaluatee) 2. Below, rank each group member (including yourself) based on his or her performance The first person listed (number 1) should be the best performer, and the last person listed should be the worst performer, based on the performance appraisal above. If members are close or equal, you may assign them the same rank number, but you must list the better one first. 3. To the right of each group member (including yourself) place the letter grade you would assign to this member if you were the instructor, based on the performance appraisal form. You may give more than one member the same grade if he or she deserves the same grade. Percentages of 100-90 would be a grade of A; 89-80 B; 79-70 C; 69-60 D, and 59-0 F. You may also use plus and minus grades Ranking and Grading of Group Number 52