Workshop Held Thursday, April 21, 2011 and Friday, April 22, 2011 from 9 a.m.-3 p.m.
Center for Meeting and Learning, Room 102, Lane Community College
(Click on a picture to see a gallery of photos from the workshop)
Meeting Our Students Where They Are:
Course Design, Student Learning and Success
Teaching for understanding--the role of "real world" context in building students' learning confidence
Leveraging the key concepts of a discipline to foster development of college readiness and college success skills
Building student agency and autonomy
Using Research on the Three Learning Principles from How People Learn to Improve Student Learning
Engaging Resilient Preconceptions
Organizing Knowledge Around Core Concepts
Click here to view a pdf of How Students Learn
Essential Learning Across the Disciplines:
Developing Students' Metacognitive Abilities and Intellectual Identity
Helping students to understand the interrelatedness of the essential learning outcomes of their degree and helping them to apply this learning to new settings
Beginning with students' current understandings and helping students to move beyond them
Helping students understand academic discourse as distinct from their own communities' discourses
Helping students learn the "Big Ideas" of a discipline and how their daily work connects to itHelping students to apply knowledge and use it in new contexts
- helping students to transition from informal to formal ideas
- pedagogical implications of replacing superficial "coverage" with key concepts in a discipline
Assessment: evidence of student learning and success: "the framework for accountability should be students' demonstrated ability to apply their learning to complex problems" (C. Schneider, 2007).
Goals for this Workshop:
A hands-on professional development opportunity for faculty to apply research on student learning and college readiness to their course and assignment design.
An opportunity for discipline-based teams to address curricular trouble spots with assignments that help students overcome obstacles to learning, including uneven preparedness.
An opportunity to learn how to help students connect their learning across disciplines and in their lives. This connection is at the core of integrative learning.
A chance for faculty to develop pedagogical expertise at the instructional design phase on teaching and learning activities geared toward achieving student learning outcomes.