Monday, January 31, 2011
GTC supplied video clips illustrating good and bad teaching styles with UCD Grad Students acting in the roles of the TA which were a great teaching aid.
Through brain storming and small group discussion, participants recalled characteristics of their most respected past teachers to determine the styles of presentation, movement and speech that most successfully motivated learning. Ideas generated included keeping the audience interested by offering casual ice breaking situations to facilitate class discussion, presenting an appropriately encouraging personal style and validating student participation in discussions. An effective example was given of validating a wrong answer as a way of illustrating a common misunderstanding that can lead to the correct answer.
McKeachie, W., TEACHING TIPS, A Guidebook for the Beginning College Teacher, supplied the quote: “Effective lecturers combine the talents of scholar, writer, producer, comedian, showman, and teacher in ways that contribute to student learning.” (p 69)
Tuesday, January 25, 2011
"When we use our memories by retrieving things, we change our access” to that information, Dr. Bjork (one of the study authors) said. “What we recall becomes more recallable in the future. In a sense you are practicing what you are going to need to do later”.
“More testing isn’t necessarily better,” said Dr. Linn, who said her work with California school districts had found that asking students to explain what they did in a science experiment rather than having them simply conduct the hands-on experiment — a version of retrieval practice testing — was beneficial. “Some tests are just not learning opportunities. We need a different kind of testing than we currently have.”
Tuesday, January 11, 2011
January 24: delivery of information happens. what makes it clear and effective? (Nan + Betta)
January 31: Podcasts for your class (Caitlin)
February 7: lesson plans, keeping in mind how the brain works (Michael+ Erin)
February 14: learning while taking tests (all)
February 21: holiday, no meeting
February 28: peer instruction (Jeff)
March 7: making lecture content understandable to a wide audience, e.g. ESL students and minorities (Kate)
March 14: storytelling makes you learn better (Alex)
Monday, January 10, 2011
Student Engagement: Mission Possible
Winter Workshop Series for Graduate Students
Thursdays, January 20 - February 24, 2010
Room 1310 Surge III
This workshop series focuses on helping instructors engage and empower their students. Participants will explore different methods for creating positive, inclusive learning environments. You will be encouraged to step outside your teaching ‘comfort zone’ and experiment with different methods for improving student learning. The objective is to provide participants with new tools and strategies to implement in their classrooms. Individuals from all disciplines and backgrounds are encouraged to attend these workshops, and those who attend five of the six sessions will be awarded a certificate from the UC Davis Center for Excellence in Teaching and Learning (CETL).
Register your interest and view descriptions for individual workshops at:
All graduate students are welcome.
Student Engagement: Mission Possible
January 20, 2011, 3:00-5:00 p.m.
Beyond 'Do You All Understand?': Language, Difference, and Learning in a Heterogeneous Classroom
January 27, 2011, 3:00-5:00 p.m.
Pump Up the Volume, Turn Up Their Minds! Improving Student Discussions
February 3, 2011, 3:00-5:00 p.m.
‘Everyone’s Here’ is Only the Beginning: Engaging Your Students Through Problem-based Learning
February 10, 2011, 3:00-5:00 p.m.
Tech Savvy Teaching: Using Technology to Achieve Teaching and Learning Goals
February 17, 2011, 3:00-5:00 p.m.
To Test or Not To Test? Strategies for Evaluating Student Learning
February 24, 2011, 3:00-5:00 p.m.