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 - 1:30Why 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
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.
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.
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.