PennState College of Agricultural Sciences
Wednesday, March 23, 2016
Monday, March 14, 2016
2016 AEE 530 Professional Development Workshop Line up!
Inaugural
#AEE530- Teaching & Learning Professional Development Series
What? A series of five workshops designed
and delivered by participants of the PSU College of Agricultural Sciences AEE 530: Teaching and Learning in
Agriscience course. All are invited!
When? Wednesdays on dates indicated below
from 4:15pm-5:15pm
Where? Ferguson Building Room 202
(Alternative location of Ferguson 205)
Date
|
Description
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Facilitators
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March 23rd
|
Does diversity matter? Maximizing multicultural competency for teaching success. This instructional and interactive workshop will give educators
and students specific techniques and tips to deliver instructional strategies
that enhance teaching among multicultural and diversified audiences.
Participants will gain a greater awareness of current and global issues, and
strengthen intercultural awareness.
|
· Ms. Leslie Pillen,
PSU Sustainable Student Farm Design Coordinator
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March 30th
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Beyond classroom walls: Effectively engaging in experiential learning. Constructivism is the intersection of a student’s experiences
and ideas. This learning theory can be effectively enhanced through
experiential learning. Instructors may create opportunities for
students to “try out” what they have learned through active experimentation
during classroom and field experiences. This workshop will explore Kolb’s
Theory of Experiential Learning and ways to integrate this into one’s own
teaching.
|
· Mr. Dang Nguyen,
Graduate Student, Horticulture
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April 6th
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Spinning the classroom web: Social media in your class. How can social media and other related tactics help maximize the
interaction between the instructor and student, particularly when the class
consists of 50 or more students?
|
|
April 13th
|
Teaching with your mouth shut: Active learning
strategies to transform teaching. Teaching
and learning in the classroom and in informal settings can be so much more
than lecture and PowerPoint slides. Actively engaging learners with lesson
content makes for more interesting lessons and better recall. With so many
activities to fill your class time, how do you choose and effectively
incorporate the right one?
|
|
April 20th
|
Utilizing scholarly
inquiry in your own classroom: Conducting scholarship of teaching and
learning. Scholarship of
Teaching and Learning (SoTL) is a way in which teachers can formally
investigate a certain aspect of teaching in their own classrooms. This
peer-reviewed research strategy allows teachers to be more involved in the
teaching and learning process and improve their own and their colleague’s
teaching methods. This workshop will provide an introduction to SoTL
and provide tools to get SoTL started in your own classroom.
|
Session 8 - Micro-teaching Ticket Out
March 2nd - Ticket Out - Microteaching
What are you curious about?
- Better ways of assessing learning during a class session.
- You are talking about formative assessment. Here is a neat resource: http://ii.library.jhu.edu/tag/formative-assessment/
- The 20 line in Texas (Megan's lesson)
- Sounds like I missed a great one!
- Where did you get the reflection cards? Love the resources shared in class!
- Here is the store: http://weand.me/ . Chad is coming to my class on April 29th (Friday) all day, let me know if you want to met him!
- How preset structures of course length impacts quality of instruction?
- We might need to talk more about this! I am unsure of your question.
- Kolb's Model
What did you learn?
- Be aware of non-verbal ticks in teaching!
- Be prepared to adapt with Technology!
- Stick to the timing plan!
- Use a feedback sandwich! (Positive, constructive criticism, positive)
- Tips about collecting student feedback!
- Canvas Features
- Importance of a "Take Away/Leave Behind" for great workshops
- Reflection on Experience is what help sus learn!
What do you want to learn more about?
- Other methods & Ways of facilitating reflection in teaching.
- Here is a neat manual! https://www.uvm.edu/~dewey/reflection_manual/
- What makes a great co-teacher?
Session 7 - Course Climate Online Asynchronous Session
Online Session (Canvas Module)
What are you curious about?
- At first read of Ch 6 I felt overwhelmed by ALL the things that might influence climate in the classroom - all the things students might bring with them...that by the end of digesting all the "strategies" offered in the chapter, I felt that I might have an approach to not only "handle" things, but to anticipate and embrace them.
- There seems to be a very fine line to walk with some of this, specifically about being available and reducing anonymity for the students. I feel like too much can be overbearing and a bit creepy but not enough will alienate students.
- The different types of questions that showed up in our quiz
- There were some great ones! Isn't it fun to be able to apply knowledge to authentic scenarios?
- How teachers and faculty can be made aware of and reminded of assumptions they may make in their instruction.
- Constantly being challenged...one reason peer review of instruction can be so helpful!
- What would I learn in the TLT Symposium?
- Hmm...most learning at professional development events is self-identified as everyone creates their own meaning. I hope you get a sense of the amazing resources available and possible innovations for technology integration. Check out the schedule and make a plan for your success: http://tltsymposium16.sched.org/
- Multicultural education and teaching
- Here is a diverstiy tool kit from the National Education Association: http://www.nea.org/tools/30402.htm
What did you learn?
- Course climate can impact the course learning. In addition, about the assumptions that could take place in everyday teaching and learning situations.
- Really good ways to adjust class atmosphere
- The variety of assumptions that can be made in the classroom and how many different ways course climate can be affected by them.
- The stages of student development
- Hardiman & Jackson's categories for social identity development
- How to think about assumptions--different kinds of assumptions by each player in a situation and that individuals might hold more than one assumption
What do you want to learn more about?
- how to stave off assumptions...how to recognize when I, or those around me, are seeing thru an assumption and how to nicely tell someone that they are not be seeing things as clearly as they might because of their assumptions...I noted the phrase: "You probably did not mean this, but some people might interpret your comments as sexist."
- The more we can make our classroom's open to honest critique, the better chance we have of catching this!
- How the first day of class and the syllabus can be structured to send a clear message about course climate.
- Meaningful language re: values of the class. What are your "big picture" ideals?
- How to factor student development into assignments for a course
- Do we have developmental appropriate assignments? Just asking puts you ahead of the curve
- How teachers and faculty can be made aware of and reminded of assumptions they may make in their instruction.
- Sometimes...it is painful. But Feedback in the form of peer review and/or student evaluations can be helpful!
- How to drive student to self study?
- Intrinsic Motivation. Learn more here:
- Developmental growth in the class and issues with diversity
- Ahh..sounds like we need more than one three credit class!
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