How do you teach students to reflect? This session will cover what reflection is and strategies and ways to teach students to tap into their metacognition for reflection.
Do you want your students to come to class prepared? Getting students to do the readings and other class preparation is often a point of frustration for faculty members. What if your students not only came to class prepared but engaged the material in a meaningful way before class? Just-in-Time Teaching (JiTT) has is used in many disciplines to increase student preparedness and motivation. This evidence-based pedagogical approach can have an impact on your classroom.
At the end of the session faculty will:
Understand the concept called Just in Time Teaching
Discuss the logistics and assessment of JiTT
Discuss examples of how JiTT can be applied to different disciplines
Reflect on how you could apply JiTT to a lesson or course
Are you looking for a way to reinvigorate your lectures that does not involve redesigning your entire course? This session will help you incorporate quick, simple-to-use activities which can be immediately applied in the classroom. Pauses during lecture can be used to get attention, focus/refocus, generate curiosity, build on prior knowledge, scaffold, connect to a topic, connect to other students, review, relieve cognitive load, retrieve information, review, reflect, celebrate accomplishments, and bookend learning.
Using case studies, scenarios, and vignettes in the classroom is an effective way to teach students how to apply their knowledge. Do you want to learn how to use these strategies more effectively? There are several strategies that we will review to accomplish that! Plan to bring your syllabus or a lesson that you would like to integrate case studies/scenarios/vignettes. Participants will leave the session with at least one idea for changing how you integrate case studies/scenarios/vignettes into your course. (m15)
By the end of this session participants will:
Active learning has been thought to be a replacement for a lecture when in reality active learning benefits lectures by reinforcing the content, concept, and skills. This session will present creating mini-lectures and techniques to promote active learning in the classroom.
In this session, we will model active learning and introduce participants to a variety of evidence-based instructional methods and activities—from ways to enhance your lecture to the use of case studies and classroom discussion. We will review the common issues and challenges faculty encounter with using active learning techniques in the classroom. We will explore activities designed to increase student engagement and motivation. Evaluating the instructional methods that are relevant to your teaching style self-assessment will provide strategies to take away and use in the classroom.
The books are a selection from the Teaching and Learning in Higher Education series edited by James M. Lang and Michelle D. Miller. The series books are attentive to challenges and opportunities to provide views on how students learn and addressing current topics in classrooms. Books are provided to those who register. All are welcome.
You may use one of the Reading With Colleagues sessions for the TEI Microcertificate.
January 18 - How Humans Learn by Joshua R. Eyler
February 15 - Teaching About Race and Racism in the College Classroom by Cyndi Kernahan
March 15 - The Spark of Learning Energizing the College Classroom with the Science of Emotion by Sarah Rose Cavanaugh
April 19 - Ungrading Why Rating Student Undermines Learning and What to Do Instead) by Susan D. Blum