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Workshop Series: Designing Pedagogy to Support All Learners

      The Workshop Series is Suspended Until Futher Notice

 

February 20      The Anatomy of Effective Teaching

What is the anatomy of a well-designed course? Participants will be introduced to the Backward Design Model, which provides a stable structure for designing curriculum and instruction within a course. Using a current syllabus and course outline, participants will evaluate the alignment among course learning outcomes, assessments, and planned learning experiences. New understandings will be applied to improve the design of each participant’s selected course.    

 ** Bring a current syllabus of a course you are teaching or have recently taught.

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(TBA)    Shifting Tides: Philosophies of Teaching & Learning

Albert Bandura has argued that beliefs and attitudes mediate behavior. What do you believe about teaching and learning? What is your role as a teacher and the role of the student? We will survey different paradigms/philosophies of teaching and learning. Participants will evaluate and perhaps modify their current teaching philosophy statement.

** Bring your teaching philosophy/statement.

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April 16      Engineering Deep and Lasting Learning

How do we design learning experiences so that they are significant, causing changes in students that last beyond the course and even after students have left the university? What makes a learning experience significant in the life of a student? Participants will investigate the difference between experts (e.g., professors) and novices (e.g., students) in a discipline. Strategies to facilitate deep and lasting learning will be introduced.

**Bring examples of common instructional practices used to present content and student practice/application exercises to facilitate encoding the content into long-term memory.

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May 14       Field Work: Analyzing Student Artifacts for          

                                Evidence of Learning

In a research environment, data is everything. We seek out evidence to support theories, hypotheses, answer research questions, and drive future research and/or decision-making. The educational environment is no different. What is the purpose of assessment? And if assessment is so important, how should we best assess our students? In other words, are assessment exercises for or of learning? What evidence worth gathering?

** Bring samples of assessments currently being used in a course.

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RSVP at cpohan@ucmerced.edu

** Participants who attend all four sessions will receive a Certificate of Participation