Teaching Effectiveness Micro-Certificate   

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.

Participants will:

• Discuss reflection definition
• Examine strategies to help learners to reflect
• Develop a strategy to use in a class

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.

Participants will:

• Discuss the cognitive science support the use of pauses in the beginning, middle and end-of-class
• Take part in several pause activities
• Reflect on which pause activities are most applicable to their classroom

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:

•  Define case study, scenario and vignettes for the classroom •
• Develop a strategy to find “the right” case study/scenario/vignette
• Develop a plan using case studies/scenarios/vignettes in your course

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.

Participants will:

• Define active learning
• Assess the reasoning behind mini-lectures
• Identify active learning techniques

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.

Participants will:

• Explore several evidence-based instructional methods and activities
• Discuss the common issues and challenges of classroom teaching with active learning
• Explore activities for increasing student engagement and motivation
• Describe methods of managing active learning interactions with individual students and the class as a whole
• Evaluate instruction methods relative to your teaching self-assessment

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

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

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