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Learner-Centered Teaching

November 15, 2013                   Saunders Research Building            12:30 - 4:30

Hands-on teaching strategies for enhancing student learning: inquiry-based approaches; problem-based learning; group-based learning models; techniques for engaging the lecture-hall audience; engaging exercises in critical thinking.

Brown Bag Lunch 12:30 - 1:00

Plenary 1:00 - 1:30

Why is Learner Centered Teaching Important?

Raffaella Borasi, Dean, Warner School of Education

Learner Centered Teaching Strategies - Breakout I 1:35-2:50
Learner Centered Teaching Strategies - Breakout II 2:55-4:00

Learner Centered Strategies
Inquiry-based Learning
Judi Fonzi, Professor, Warner School of Education

Based on the simple idea that “the best way to learn is to do,” and backed by the most current research on how the brain assimilates knowledge, this workshop shows how to design literacy-rich instructional experiences that engage students at every level of the inquiry process: asking questions, conceiving hypotheses and producing meaningful results.

Problem-based Learning
David Kornack, Assistant Professor, Neurobiology & Anatomy

This workshop focuses on the use of small groups for learning about a subject through collaborative analysis of complex, multifaceted, realistic problems. It demonstrates the instructor’s role as a facilitator of learning, who models and supports a process in which students identify what they already know, what they need to know, and how and where to access information that may lead to resolution of the problem.

Group-based Learning
Alistair Kwan, Assistant Director, Study Group Program

This hands-on workshop demonstrates how student-led problem-solving groups work and discusses the adaptation of collaborative learning groups to a wide-range of courses, from large lectures to small seminars to laboratory courses.

Engaging the Lecture Hall Audience: Can It Be Done?
Jenny Hadingham, Assistant Director, Center for Excellence in Teaching & Learning

This workshop shows how to convert the lecture format, in which students have traditionally been passive recipients, into an active, engaging learning environment.

Engaging Exercises in Critical Thinking
Carol Shuherk, Senior Associate Provost

Working from a definition of critical thinking as the process of analyzing or “breaking down” information, questions, or problems, in order to understand them more fully and solve them more effectively, this session offers techniques for assessing students’ critical thinking abilities, and rubrics for communicating intellectual standards and evaluation criteria.