I just realized the Center for Teaching and Learning has been busy recording their popular late August series of workshops. Yeah! A bit of summer inspiration in during break. Here are a couple on my list:
Every teacher knows that students rapidly forget large amounts of information provided in their classes during the semester. How can one create "sticky" teaching messages that will be both memorable and useful to students? We adapt six principles from the book Made to Stick (Heath & Heath, 2008) to a teaching and learning environment through a host of relevant examples and problems. Instructors can make repeated use of these principles to guide and conduct their classes in any discipline.
Many instructors understand the benefits of active learning, but may have questions about how to select and implement teaching methods appropriate to their course goals. What are the options beyond "think-pair-share" and "small group discussion?" What choices best promote critical thinking? Don't require enormous set up time? This workshop presents and models a variety of lesser known but effective active learning techniques such as jigsaws, notes exchange, concept mapping, and case-based learning. Participants also discuss a framework to connect these teaching strategies to desired learning.
Most of us will consult the published literature to inform our scholarly pursuits, but what about our teaching? If you have never consulted published teaching research, or if you are skeptical about the quality of published teaching research, this workshop will provide you with some tools to begin leveraging the literature to energize your teaching. We introduce the concept of evidence-based pedagogy and provide an introduction to navigating the teaching literature. We also provide a framework for evaluating the quality of teaching literature and suggest ways to incorporate the teaching literature into your own teaching practice. You will acquire principles applicable to both face-to-face and online teaching environments.
The number of international undergraduate students at the U is steadily increasing. We first present data on how these students experience educational differences between their home countries and here. We then examine instructional strategies that facilitate their transition while benefiting all students in the course. Our discussion emphasizes approaches that bring out the unique perspectives of international students in course-appropriate ways.
It can be more difficult to learn in highly stressful situations, but does that mean as teachers we should strive to eliminate stress from our classroom? We discuss the effects of stress on the brain and how this may impact student learning. Using published literature from the fields of brain research and education as our foundation, we explore the idea that some stress may actually be beneficial to the learning process. We offer strategies for reducing boredom for your students by creating a classroom environment that is stimulating without being overwhelming. Principles discussed in this workshop are applicable to both face-to-face and online teaching environments.