Are you looking to get more out of in-class student interactions? Do you sometimes find that class discussion wanders in unproductive ways? While research on teaching and learning widely favors participatory teaching methods over lecture-heavy models, getting students engaged in the classroom is only half the battle. This workshop will offer graduate students effective strategies for setting in-class agendas that direct students to practice higher-order disciplinary thinking — the key to transforming class participation into activated student learning.
Topics covered will include:
- Designing lessons around course goals
- Creating activities that target specific learning objectives
- Using formative assessment techniques to gauge student learning
- Using lecture to the best advantage of both students and instructors
- Focusing class discussion on critical thinking and collaborative problem solving
This workshop will be facilitated by Joel P. Sodano, Future Faculty Fellow at the University of Albany’s Institute for Teaching, Learning and Academic Leadership. Sodano will earn his Ph.D. in English in May 2017.