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Center for Effective Teaching & Learning
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Center for Effective Teaching & Learning
About
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Pedagogy Discussion Group
Resources
Teaching Assessment
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Pedagogy Discussion Group
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Pedagogy Sp 2017
Center for Effective Teaching and Learning -
Discussion Notes, Spring 2017
February 9, 2017 Takeaways
Towards a Positive U
Importance of Mindfulness -- even better if they learn it as kids; helps with community building; Mary and her Listening class talk about how mindfulness leads to better listening
Start class with a centering activity (trivia question, photograph, breathing)
Help students focus on strengths -- focus less on criticism (in grading writing, on syllabus)
Think about course goals in all positive terms -- what you want to happen
How do we build community with the constant cell phone use (concern with faculty and staff as well as students)
If you know each other, you work together better
Do students believe that everyone can succeed/get an A? What barriers are there/what have they been told or tell themselves?
Work together as a class to help set course expectations/goals
March 9, 2017 Takeaways
The Secret of Self-Regulated Learning
How many of us do activities like this? Some of us have students reflect when handing in papers or after a test.
Students want sample assignments from us -- but then sometimes follow them TOO closely. They also depend on individual points too much (won't do an assignment without "credit")
Students have so much going on that they make choices about which classes to "care" about more. We should find out how they think each one will help them in their future professions
Their lives (and ours) are very mediated by technology and social media. It's both a good tool for research and a huge form of distraction.
Calling out students for phones and/or taking them away doesn't promote "self-regulated learning" either
Should we focus more on "adapting" to the cell phone age?
Need to move them beyond the "liking" = "learning"
April 13, 2017 Takeaways
The Hidden Costs of Active Learning
Stan found this article for us and started us with this question, "is this teacher trying to do too much?" We thought yes.
Strategies we found to not get burned out like this author -- don't grade all the homework all the time; grades for work during class; online homework/homework systems to help check work (some drawbacks); apps that randomly pick students to answer questions
Are students getting as much out of what we do as we think they are?
How much is enough to accomplish our learning goals?
Bring in examples to show that we as professors are still learning too
Be more intentional about what students get points for vs. what they use for future assignments/exams
Doesn't have to be absolute/100% active learning for students to still get benefits from it
Once you do a lot of the back work, it isn't as hard later on
Readings
February 9, 2017
Towards a Positive U
March 9, 2017
The Secret of Self-Regulated Learning
April 13, 2017
The Hidden Costs of Active Learning
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