Workshop for UC Riverside Harvey J. Brightman is Regents Professor Emeritus of Managerial Sciences at Georgia State University (GSU). He received his Ph.D. from the University of Massachusetts in Management Science in 1970. He has published over 65 articles in the fields of problem solving, computer-based model building, decision support systems, and teaching for critical thinking. He has consulted with Armco Steel, ARCO, Scientific Atlanta, The Institute for Management Studies, IBM, Georgia Power, Centers for Disease Control among others. Dr. Brightman was selected as the 1984 College of Business Alumni Distinguished Professor. He has also received the CBA award for teaching and for service. Dr. Brightman was chosen the Alumni Distinguished Professor for Georgia State University in 1992. In 1994 he received the Dennis Grawoig Distinguished Service Award from the Decision Sciences Institute. In 1998 Dr. Brightman was selected by the University System of Georgia to receive the Regents' Teaching Excellence Award. He served as research mentor for the Robinson College of Business from 1982-1987. He has served as teaching mentor from 1999 to the present time. He has also mentored faculty at Emory University, Winthrop University, UAB (Schools of Liberal Arts, Health Sciences, Medicine) and UNC Chapel Hill. Dr. Brightman has extensive experience in teaching adults. He taught the doctoral seminar on university-level teaching at GSU from 1976-2001. He has been the co-director of the Master Teacher Program, a four-day intensive workshop, from 1988-to the present. Over 600 faculty members worldwide have attended. In addition he has presented over 100 teaching and learning workshops worldwide for B-schools and universities over the past fifteen years. In addition he has helped to implement in-house teaching mentoring programs at many universities. His first book entitled Problem Solving: A Logical and Creative Approach was the Macmillan Executive Book Selection in the summer of 1981. The American Association of Hospital Administrators also nominated it for its Book of the Year. It was translated into Japanese in 1983. Dr. Brightman's second book is entitled Statistics in Plain English published in 1985 is still in print. His third book entitled Group Problem Solving: An Improved Managerial Approach was translated into Japanese in 1991. Both of his problem solving books are still in print, making them among the longest-running university-press books in existence. His fourth book, Statistics for Business Problem Solving was published in 1992. In 1999 Dr. Brightman completed another statistics book entitled Data Analysis in Plain English with Excel. Dr. Brightman is a Past President and a Fellow of the Decision Sciences Institute; 1 an international organization dedicated to the improvement of decision making. What affects scores on common finals Your Study guess results in core courses 1. Stimulation of interest 2. Enthusiasm for teaching 3. Knowledge of subject 4. Course/lecture organization 5. Presentation clarity 6. Speaking skills 7. Sensitivity to class progress 8. Classroom management skills 9. Nature of course materials 10.Supplementary materials 19 20 2 Copyright HJBrightman Feldman, K. “The Association Between Student Ratings of Specific Instructional Dimensions and Student Achievement,” Research in Higher Education, 30(6) 1989. pp. 583-645. 11.Relevance of subject 12.Fairness/quality of exams 13.Nature/quality/frequency of feedback 14.Encouragement of discussion 15.Course’s intellectual challenge 16.Concern for students 17.Availability and helpfulness 18.Meets course objectives 19.Overall rating 20.Motivates high performance standards Copyright HJBrightman Your Guess Study Results 3 Rank order factors that affect student evaluation scores Factor Student Motivation Organization/Presentation Clarity Fairness: Grading/ Assignments Intellectual/Scholarly Student Interaction Speaking Ability Copyright HJBrightman Rank To summarize: How to obtain better student performance and evaluations 1 2 3 4, 6.5 Copyright HJBrightman 8.5 5 Divide course into 4-6 chunks. Do three activities before each chunk (not class period) Creativity -2 Root Cause Analysis -1 Decision Making -3 Optimization -4 Nature and Causes-1 Disorders -2 Liabilities-3 Assessment -4 Intervention -5 1. Establish ____________ 2. Present _____________ 3. Share _________________ Copyright HJBrightman 6 Objectives (#3): “In precise fashion students must know your expectations.” Alfred North Whitehead Why Important 1 Structure 2 EXPECTATIONS 3 Introduction Hooks JIT or Big Picture PRESENTATION OBJECTIVES Design presentations and________________ Serve as study guide Determines ___________________________ Copyright HJBrightman 7 Presentation objectives: drilling down from course (or program) objectives Six to eight COURSE objectives 1. Comprehend and apply root cause analysis (RCA) 2. 1-1. explain basic principles underlying RCA 1-2. distinguish between diagnostic and solution questions 1-3. assess strengths and weaknesses and propose improvements 1-4. analyze and defend personality styles more likely to use RCA effectively 8 1-5. apply RCA to real-world cases. Which are more effective presentation objectives and why? 1 Familiarize yourself 1. Differentiate between the asthenosphere and lithosphere. 2 Become aware of how 2 Explain how dance can transmit or question cultural values, ideas and beliefs. 3 Know the factors that 3 Discuss and provide examples of the factors that affect eco-system stability. with asthenosphere and lithosphere. dance can transmit or question cultural values, ideas and beliefs. affect eco-system stability. 9 Rote: Students should be able to memorize concepts and procedures verbs: list, state, recall, identify, define, show, quote downside Copyright HJBrightman verbs: use, end of solve, compute chapter section 10 problems Meaningful-integrated: Students should be able to translate concepts into • everyday language accurately • words, pictures, and math Copyright HJBrightman explain (in own words), illustrate, interpret, extrapolate, translate among three languages, predict, 11 discuss, convert Meaningful-Integrated: Students should be able to discuss how concepts are • related/connected • similar and different Copyright HJBrightman connect, link, compare and contrast, distinguish, differentiate, organize 12 Applying-critical thinking: “ Students should be able to go beyond what they know.” T presents novel scenario or problem S must MODIFY concepts, rules, methods or models without faculty help apply, select, determine how, use, or solve for NEW SITUATIONS 13 Students should be able to evaluate analyze, create, or decompose, diagnose, draw determine, distinguish, analyze modify, create, propose, combine, design, improve, write, plan, prepare evaluate, determine pros and cons, judge, appraise, argue, critique Copyright HJBrightman 14 Exercise: what’s the learning level Learning level Students should be able to: Teaching strategy (lecture, case, group activity etc.) Rote – concept or math Meaningful Integrated Critical thinking Copyright HJBrightman 16 Decisions regarding presentation objectives 1. Implication of levels. 100 80 60 ROTE 40 M-I CT 20 (L) ecture L + TAPPS* L + TAPPS, cases, projects ….. 0 SO JN SR GR 2. How many per “chunk?” 3. Where to place? *Thinking Aloud Paired Problem Solving (slides 62-64) Organization/Frameworks (#1): “Students must see where they have been, are, and are going.” Alfred North Whitehead Why Important 1 FRAMEWORKS 2 Expectations 3 Copyright HJBrightman Introduction Hooks JIT OR BIG PICTURE Presentation Objectives 18 Framework on right is ineffective because ____________________________________ syllabus Root Cause Analysis (RCA) Creativity Multiple Criteria Decision Making (MCDM) Optimization RCA Creativity MCDM Optimization Copyright HJBrightman 19 JUST-IN-TIME (JIT): EMBA course (first class) Hierarchal-chronological Intelligence Design Choice Root Cause Analysis Disturbance Problems Copyright HJBrightman 20 JIT: course (at decision making chunk) Hierarchal-chronological Intelligence Root Cause Analysis Disturbance Problems Design 4. Creativity Analogy Famous Person Choice 5 Multi-Criteria Decision Making Managerial: First 3 Steps Copyright HJBrightman 21 JIT: for research methods course Hierarchical Research Methods Correlational Survey Copyright HJBrightman Experimental Repeated Measures Case Studies Single Subject Matched Pairs 22 Alternative framework for research methods course Matrix Research Methods When to Use Strengths Weaknesses Assumptions Survey Repeated Matched Pair Case Single Subject HJBrightman copyright 23 BIG PICTURE: Matrix Date for French Revolution chunk Rights of People Middle Class 1789 Great Fear National Assembly 1791-2 National Convention Rights of Kings Flight to Varennes 1793-1794 Reign of Terror Thermidor Reaction 1795-1799 The Directory First Consul - Napoleon Vendee Uprising 24 JIT: for tax course Chronological Income from Whatever Source Gross Income Ch. 4 Property Basis Ch. 10 Property Non Recognition Ch. 11 Exclusion Ch. 5 Sale of Assets Ch. 12 Entities Ch. 16 Deferred Compensation Ch. 14 Gross Income 25 Big Picture: for public policy formulation chunk Chronological Identification and Agenda Setting Evaluation Policy Formulation Implementation 26 Copyright HJBrightman JIT: for public policy course Chronological-Matrix Rational Model Beyond Rationality Agenda Setting Formulation Implementation Evaluation Copyright HJBrightman 27 BIG PICTURE: for decision making chunk Flowchart/Roadmap Y es Decision Analysis w ith One or More Objectives Multiple Criteria Decision Making Many Objectives Y es Tw o or More Related Decisions? No Analytical Hierarchical Process Many Objectives Decision Support Models One or More Objectives More than 2/3 Alternatives Strategic Assumption Surfacing One Objective No Copyright Harvey J. Brightman Franklin's Moral Algebra One or Many Objectives 28 JIT: for phonology course Analogy BOXCAR Stop Consonants p b t d k g CATTLE CAR Fricative Consonants fvh 29 Copyright (02/04/08): Susan Spezzini, The Fun-Analogy Train: An Introduction to Phonology — Permission granted for reproduction with courtesy line. BIG PICTURE: Geometric Figures Congress behavior values world view Interest Groups Copyright HJBrightman Bureaucracy Articles of Constitution Confederation beliefs 30 BIG PICTURE: for kinetic theory chunk Bubble Diagram 31 Design framework and have students evaluate it. Develop two COURSE diagrams that show underlying structure. Ask for students’ feedback. Select one and show at start of each presentation. Copyright HJBrightman 32 Relevance and stimulation (#4,#6.5): “But without interest there will no be progress.” Alfred North Whitehead WHY IMPORTANT 1 Frameworks 2 Expectations 3 Introduction HOOKS (S to S interaction) JIT or Big Picture Presentation Objectives 33 Copyright HJBrightman Hook for today’s program Top 9? Copyright HJBrightman 34 Create hooks (app + question) 1. What’s sub goal? 2. APPS: Video in three steps (next slide) Commercial Exercise Small case 3. T’s question guides S to S interaction 35 Copyright HJBrightman Accomplish one of three sub-goals beyond relevance/stimulation SMALL GAP “INAHAYT” UNEXPECTED “INAEAYT” 36 Copyright HJBrightman Victorian poetry course Provides handout of 10-15 excerpts from poems. INAEAYT Which are Victorian and why? 37 Copyright Harvey J. Brightman Basic probability “INAHAYT” Male Female Total Promoted 80 40 120 Not Promoted 30 50 80 110 90 200 Total Is promotion related to gender? Explain. Copyright HJBrightman 38 Politics of identification http://www.youtube.com/watch?v=BRI-A3vakVg How is Canadian identity defined in ad? 39 Copyright HJBrightman Psychology of Imprisonment: Zimbardo’s experiment http://www.prisonexp.org/ What can we learn from Stanford experiment that applies to Abu Ghraib? http://www.youtube.com/watch?v=sZwfNs1pqG0 40 Decision support models Monday Tuesday Wednesday Thursday Friday Saturday Need 180 170 150 165 155 125 Hire 30 30 10 30 60 30 Available 160 180 160 130 160 160 Over/Under Staff -20 10 10 -35 5 35 How to perfectly staff all six days? 41 Copyright HJBrightman Lincoln’s five policy decisions and Fort Sumter From Nov. 1860 to March 1861 Lincoln received advice from several advisors. http://www.merlot.org/merlot/viewMaterial .htm?id=79032 What should Lincoln do at each critical decision point? 42 Design hook and evaluate it when chunk completed Start with exercise from within lecture. Develop focusing question. If unsuccessful, find video, article, commercial, website etc. Focusing question. 1__________________________5 If less than 4, suggest “fix.” 43 Copyright HJBrightman Great resources: MERLOT and NCCSTS 44 Copyright HJBrightman Presentation Clarity (#2): “It’s called the Curse of Knowledge.” Heath Brother, Made to Stick Why Important 1 Frameworks 2 Expectations 3 Introduction Tell them and have them tell each other Hooks JIT or Big Picture Presentation Objectives Body Seven Pillars 45 Copyright HJBrightman Steps to improve presentation clarity Storyboard (Flow) Five From-To (Stick in students’ minds) PP Best Practices 46 Copyright HJBrightman Storyboard: Write informative titles only: If person unfamiliar with area can’t sequence slides correctly, reorder them. Steps in demand analysis for housing Estimate population beyond census: household (HH) size and number of HHs 1 2 Determine HH size when published data not available Show census (population) data for region 3 4 Determine number of HHs when published data not available 6 Why is forecasting housing demand important 7 Show published data on number of HHs for region Show published HH size data for region 5 8 Copyright HJBrightman 47 Poor titles make it difficult to follow lecture flow: Try sequencing the following slides. 1. 2. 3. 4. 5. 6. 7. 8. Issues for physical anthropology Culture Hominids Linguistic anthropology Culture anthropology What is anthropology Evolution Archaeology Copyright HJBrightman 48 5 FROM-TO pillars: Lectures stick to students Pillar 2. Start with and then go to Why topic important: YB4wat Hook Goal Role of students topic YB4wat (hook light) interest and relevance S to S interaction Listen to teacher Time Generate surprise Copyright HJBrightman 49 Start with and then go to Application/Concrete ProblemBased Learning P3. P4. Material already familiar to student 50 Copyright HJBrightman Start with P5. P6. and then go to Simple version of material Multiple languages: 1. 2. 3. 51 Copyright HJBrightman Poor brand management and PED lecture 1. Stretch rubber band 2. Q P Q P 5. T: Defines inelastic demand 6. Factors affecting inelasticity 3. Product X: 1000 @$300, 950 @ $350 7. S: Compute B4 and after revenue 4. S: Compute formula 8. Repeat for elastic demand 52 Copyright HJBrightman Problems with 50-minute lecture Nothing concrete – product X!! (violates P 4) 1. 2. 3. 4. 5. 53 Copyright HJBrightman Applying FROM-TO pillars (students are Nike manager whose bonus depends on increasing revenue: Show Nike shoe.) 1. Selling 1,000 units. Raise price from $300 to $350 QD drops to 950 units. S compute revenue. Impact of Price Change 360 950, 350 2. Goal accomplished but why? Price 340 320 1000,300 300 280 500 550 600 650 700 750 800 850 900 950 1000 1050 1100 quantity demanded 3. S compute % changes in price and QD. Copyright HJBrightman 54 4. T – 16% P 5% QD 5. T – PED: words then formula. 6. T --“Why inelastic demand?” 370 350 7. T – Mgr’s goal: Make demand inelastic. Graph? Price 330 310 290 270 250 750 800 850 900 950 1000 1050 1100 Quantity Demanded 55 Copyright HJBrightman Pillar 7: apply best PP practices to slides http://www.youtube.com/watch ?v=ORxFwBR4smE 1. Informative titles Don’t burn the lead! 2. Font size GT 20 3. White space 4. Guided notes 5. FEW words 6. Informative graphics Copyright HJBrightman 56 Digital acquisition system (DAS) • A temperature thermocouple outputs an analog voltage signal. • DAS hardware samples the analog signal and then converts it to a digital signal. • Data can then be exported to popular applications such as: • Excel • Matlab and then you can subject the data to analysis. 57 Digital acquisition system (DAS) converts analog waveform to digital for analysis DAS samples and signal converts it to signal Excel Matlab 58 Improve slides 59-61 using pillar #7 http://dansteer.wordpress.com/2012/12/17/turn -horrible-text-driven-powerpoint-slides-intoCopyright HJBrightman awesome-big-bold-visual-messages/ 5959 Possible Factors Influencing the Initial Evolution of Bipedal Locomotion in Hominids. 60 61 HJBrightman copyright Discussion (#8.5) “Tell me and I forget. Show me and I remember. Involve me and I understand.” Chinese proverb have them tell each other Tell them and Body Seven Pillars TAPPS 1. MIN free rider 2. MI and CT 3. Increase test scores by ________ 62 How to incorporate TAPPS into traditional lecture. Do Short Lecture Ask MI or CT question from lecture. Run TAPPS and return to lecture 63 Copyright HJBrightman Run two or three person TAPPS session in three steps Explainer Listener(s) Seeks clarification and shares own ideas Leads discussion Teacher selects E and L. Discuss 1 2 - 4 min. 2 Teacher calls on several teams. 3 4 – 8 min. 4 – 8 min. 64 Copyright HJBrightman Tell them and have them tell each other Body Tell them you told them. Confused? either/or core idea area of and ask: confusion Copyright HJBrightman Seven Pillars TAPPS Summary All students? 2-minute paper Teacher Y gives feedback, corrects errors, and changes Only presentation (if necessary) those confused 65 Recommended readings Lowman, J. (2000). Mastering the Techniques of Teaching, 2nd edition. San Francisco: Jossey-Bass. Svinicki, M. and McKeachie, W. (2013). McKeachie’s Teaching Tips, 14th Edition. Belmont, CA: Wadsworth. Reynolds, G. (2008). Presentation Zen. Berkeley, CA: New Riders. 66 Appendix I: “winner” InFocus worst slide 67 HJBrightman copyright
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