Each participant will
- build a better "toolkit" of effective active teaching and engaged learning strategies.
- develop and try an innovative teaching (and corresponding assessment) strategy that meets (and demonstrates) a specified learning outcome.
- demonstrate application of the strategy through a lesson study process and/or by videotaping the strategy "in action," writing a reflective piece, creating a website/blog, presenting a workshop, etc.
- contribute ideas and provide feedback on the development of an interdisciplinary curriculum with shared (unifying) themes.
Which ideas & strategies would you like to share with the FLC?
Caron Inouye
- I'd like to share some of my team-based learning strategies, like storyboarding, exit tickets, and conceptests.
- I'd like to integrate the L. Michaelson method of team-based learning and ways of improving the way in which teams are formed in my classes and increasing student "buy in" to collaborative work.
- I'd like to discuss ways in which we can build an interdisciplinary curriculum, including courses which could be team-led by multidisciplinary faculty, integrates activities that reinforce our ILOs, and creates stronger links between students' general education and disciplinary coursework.
Sartaz Aziz
_ I would like to help students to develop their
critical thinking, reading, and writing skills.
I would like to create more opportunities for students to give their input on course content and assignments in order to encourage them to care about and to take personal ownership of their work.
I would like to help students to evaluate the course content and their performance in various assignments. This will help them to examine their learning process and their growth in learning. It will also help me to evaluate my course materials and address the differing educational needs of students, as I teach.
I would like to help students to “apply and use what they learn in real-life situations” (Fink 58). I will develop assignments to help students perceive connections between academic learning and society, in relation to themselves, others, and events around the world. Assignments and discussions will be designed to show students the ways in which concepts/knowledge learned in class can be viewed from various perspectives in order to acquire a holistic understanding of them.
I would like to create more opportunities for students to give their input on course content and assignments in order to encourage them to care about and to take personal ownership of their work.
I would like to help students to evaluate the course content and their performance in various assignments. This will help them to examine their learning process and their growth in learning. It will also help me to evaluate my course materials and address the differing educational needs of students, as I teach.
I would like to help students to “apply and use what they learn in real-life situations” (Fink 58). I will develop assignments to help students perceive connections between academic learning and society, in relation to themselves, others, and events around the world. Assignments and discussions will be designed to show students the ways in which concepts/knowledge learned in class can be viewed from various perspectives in order to acquire a holistic understanding of them.
Colleen Fong
I would like to share my continuing efforts to build Larry K. Michaelsen's "team-building" into my Intro course. On the very first day of class last fall I gave students a multiple choice Readiness Assessment Test (RAT) on the Syllabus and I think fewer students missed assignments/due dates. This term I will experiment with a essay RAT--"Why was there so little resistance?" on Yoshiko Uchida's memoir on internment, Desert Exile.
I would like to gain more insight on how to Michaelsen can be used effectively for both low and high achieving students. Last term I surveyed my students and it seemed that low achieving students benefited from and enjoyed the RATs the most.
I would like to learn from my FLC members and value the fact that we are from different disciplines/departments.
I would like to learn more about the Flipped Classroom and continue my work from my 2011 FLC, specifically coauthoring an article to submit to Currents and a paper for the CSU Annual Teaching Conference in April 2012.
I would like to gain more insight on how to Michaelsen can be used effectively for both low and high achieving students. Last term I surveyed my students and it seemed that low achieving students benefited from and enjoyed the RATs the most.
I would like to learn from my FLC members and value the fact that we are from different disciplines/departments.
I would like to learn more about the Flipped Classroom and continue my work from my 2011 FLC, specifically coauthoring an article to submit to Currents and a paper for the CSU Annual Teaching Conference in April 2012.
Peter Marsh
My goals for this FLC this quarter are to develop strategies to integrate best practices into two new courses I am putting together, an online course on world music and a hybrid course on Western music history. Given the online component for both, I'm having to learn entire new ways of teaching.
For my online course, I want to learn how to engage my students in the materials and ideas of my course without ever seeing any of them face-to-face. I will need to consider the most effective online course structures and use of educational technologies, such as Camtasia and Panopto. I'll also need to figure out the best methods of assessing what they are learning using only the tools available on Blackboard.
For my hybrid course, I want to find a way to integrate the ideas of a "flipped classroom" into this course, whereby students spend one day of the normally 3-day-a-week course engaged with the assigned readings and two days in class doing activities that build upon what they have read. This structure gives the students greater responsibility to learn the basic information for the course, mostly contextual information about the scores or composers we are studying. It also give me the responsibility to develop classroom activities other than traditional lectures that helps my students gain a greater understanding of this material and its relevance to the broader history of music.
For my online course, I want to learn how to engage my students in the materials and ideas of my course without ever seeing any of them face-to-face. I will need to consider the most effective online course structures and use of educational technologies, such as Camtasia and Panopto. I'll also need to figure out the best methods of assessing what they are learning using only the tools available on Blackboard.
For my hybrid course, I want to find a way to integrate the ideas of a "flipped classroom" into this course, whereby students spend one day of the normally 3-day-a-week course engaged with the assigned readings and two days in class doing activities that build upon what they have read. This structure gives the students greater responsibility to learn the basic information for the course, mostly contextual information about the scores or composers we are studying. It also give me the responsibility to develop classroom activities other than traditional lectures that helps my students gain a greater understanding of this material and its relevance to the broader history of music.
Sarah Nielsen
I'd like to learn more about Michaelsen's approach and try using it to restructure some of the modeling activities I use in my testing and evaluation class.
I'd like to develop a program-level assessment plan for the MA TESOL program and involve the students in my testing and evaluation class in that process.
I'd like to include more cognitive science and more team-based learning techniques in my second language acquisition class.
I'd like to share ideas about building a STEAM-centered university.
I'd like to develop a program-level assessment plan for the MA TESOL program and involve the students in my testing and evaluation class in that process.
I'd like to include more cognitive science and more team-based learning techniques in my second language acquisition class.
I'd like to share ideas about building a STEAM-centered university.
Jason Singley
My goal for this Faculty Learning Community is to broaden my knowledge of student centered instructional practices and look for new ways to apply these in my own teaching. In particular I would like to:
- Implement a peer instruction activity into my upper division courses on a regular basis.
- Further refine my use of tutorials and concept quizzes in my introductory courses.
- Find an effective way to use Learning Assistants in my courses.
Julie Stein
I would like to share some strategies I have been working with to deepen learning, accountability, and connections in small groups.
I would like to continue to learn ways to teach across the curriculum - to build student skills in a variety of areas using engaging instructional methods while achieving course goals.
I would like to finish the body of work with the winter/spring 2011 FLC group on Active and Engaged Learning, and see our writing through to publication.
I would like to continue to learn ways to teach across the curriculum - to build student skills in a variety of areas using engaging instructional methods while achieving course goals.
I would like to finish the body of work with the winter/spring 2011 FLC group on Active and Engaged Learning, and see our writing through to publication.