the Master Teacher Program Presentation

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
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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
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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
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Rank
To summarize: How to obtain better student
performance and evaluations
1
2
3
4,
6.5
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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 _________________
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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 ___________________________
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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
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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.
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Rote:
Students should be able to memorize concepts and
procedures
verbs: list, state,
recall, identify,
define, show,
quote
downside
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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
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explain (in own words), illustrate,
interpret, extrapolate, translate
among three languages, predict,
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discuss, convert
Meaningful-Integrated:
Students should be able
to discuss how concepts are
• related/connected
• similar and different
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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
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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
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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
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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
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Introduction
Hooks
JIT OR BIG PICTURE
Presentation Objectives
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Framework on right is ineffective because
____________________________________
syllabus
Root Cause Analysis
(RCA)
Creativity
Multiple Criteria
Decision Making
(MCDM)
Optimization
RCA
Creativity
MCDM
Optimization
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JUST-IN-TIME (JIT):
EMBA course (first class)
Hierarchal-chronological
Intelligence
Design
Choice
Root Cause Analysis
Disturbance Problems
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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
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JIT: for research methods course
Hierarchical
Research
Methods
Correlational
Survey
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Experimental
Repeated
Measures
Case Studies
Single
Subject
Matched
Pairs
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Alternative framework for research methods course
Matrix
Research Methods
When to
Use
Strengths Weaknesses Assumptions
Survey
Repeated
Matched Pair
Case
Single
Subject
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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
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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
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JIT: for public policy course
Chronological-Matrix
Rational Model
Beyond
Rationality
Agenda Setting
Formulation
Implementation
Evaluation
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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
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JIT: for phonology course
Analogy
BOXCAR
Stop Consonants
p b t d k g
CATTLE CAR
Fricative Consonants
fvh
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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
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Bureaucracy
Articles of Constitution
Confederation
beliefs
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BIG PICTURE: for kinetic theory chunk
Bubble Diagram
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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.
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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
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Hook for today’s program
Top 9?
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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
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Accomplish one of three sub-goals
beyond relevance/stimulation
SMALL GAP
“INAHAYT”
UNEXPECTED
“INAEAYT”
36
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Victorian poetry course
Provides handout of 10-15
excerpts from poems.
INAEAYT
Which are Victorian
and why?
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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.
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Politics of identification
http://www.youtube.com/watch?v=BRI-A3vakVg
How is Canadian identity
defined in ad?
39
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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
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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
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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.”
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Great resources:
MERLOT and
NCCSTS
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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
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Steps to improve presentation clarity
Storyboard
(Flow)
Five From-To
(Stick in
students’ minds)
PP Best
Practices
46
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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
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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
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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
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Start with
and then go to
Application/Concrete
ProblemBased
Learning
P3.
P4.
Material already
familiar to student
50
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Start with
P5.
P6.
and then go to
Simple version
of material
Multiple languages:
1.
2.
3.
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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
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Problems with 50-minute lecture
Nothing concrete – product X!! (violates P 4)
1.
2.
3.
4.
5.
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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.
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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
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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
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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
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awesome-big-bold-visual-messages/
5959
Possible Factors Influencing the
Initial Evolution of Bipedal Locomotion in Hominids.
60
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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 ________
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How to incorporate TAPPS into traditional
lecture.
Do Short
Lecture
Ask MI or
CT question
from
lecture.
Run TAPPS
and return
to lecture
63
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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.
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Tell them and have
them tell each other
Body
Tell them you told
them. Confused?
either/or
core idea
area of
and ask: confusion
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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.
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Appendix I: “winner” InFocus worst slide
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