This Week for Faculty: September 17, 2018
Looking for ways to make your lectures more engaging and maximize student learning? Join us for a workshop on how to effectively design and deliver them. Also, take a deep dive into metacognition with our Faculty Reading Group.
Engaged Lecturing: From Design to Delivery
While lecture is a common teaching method used across disciplines, it can be challenging to design and deliver them in ways that simultaneously engage students and help them learn important course content. In this session, faculty and instructors will explore the elements of an effectively designed and delivered lecture and leave with strategies to maximize their students’ learning. Faculty will reflect on their own lecturing practices and develop a plan for increasing student engagement.
Date: Tuesday, September 25, 2018
Time: 12:00 PM – 1:30 PM
Location: Butler Library Room 203
Discussion-into-Practice: Student Learning and Metacognition Faculty Reading Group
Each week participants will dive into the literature and explore metacognition, the practice of examining how we learn, by discussing an article or book chapter. Together participants will consider how the research could inform our practices, reflect on our teaching, and share strategies.
We will meet for three Thursdays in September (September 13, 20, and 27). It’s not necessary to attend every meeting. Please join us as your interests dictate and schedule allows. Lunch will be served!
Our reading schedule is as follows:
– September 20, 12:00 PM – 1:30 PM: Metcalfe, J. (2017). Learning from Errors. Annual Review of Psychology. Access the reading here.
– September 27, 12:00 PM – 1:30 PM: Dunlosky, J.; Rawson, K.A.; Marsh, E.J. … (2013). Improving Students’ Learning with Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest. Access the reading here.
Want to learn more about metacognition? Check our new resource!
Teachers’ Lounge: Identity, Inclusion, and How We Know What We Know
This is the first of four sessions in a yearlong conversation on Metacognition: Cultivating Expert Learners to Maximize Equity in the Classroom. We encourage you to attend any or all sessions! In this session, we will examine the ways in which the multiple identities students bring to the classroom impact their ability to assess and monitor their own learning processes. We will ask how instructors can assess students’ prior knowledge (including attitudes and behaviors), include all students in the learning process, and help students learn how to self-assess their learning. Register here.
Date: Wednesday, September 26, 2018
Time: 12:00 PM – 1:30 PM
Location: Butler Library Room 212