Contact: Eunhong Lee at elee29@huskers.unl.edu
Meeting Room: LPH 315N
Meeting Time: Wednesdays, 2:00pm to 3:00pm
We will use How Learning Works by Susan A. Ambrose, et al., 2010
Schedule
| DATE | GOAL | MISSION | RESOURCES |
| August 30 | First meeting - "Lemons to Lemonade" and Learning Goals | Please bring a story to share that is a "lemons to lemonade" teaching story; that is, a story where something went wrong in your class or was heading in a bad direction and where you turned it around to create something good from it. We encourage you to make yourself a glass of lemonade to join the call (we will not ask if it has some vodka in it; that's your business). | |
| September 6 | Sharing ideas regarding "What is learning?" | Let's share an experience where I think I truly "learned" something
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Introduction: Bridging Learning Research and Teaching Practice Susan A. Ambrose, et al., 2010 pp. 1-9 | September 13 | Thinking about what prior knowledge the students in your class might have. | Let's share how having your prior knowledge has been a pros and cons of taking college/graduate courses.
Chapter 1. How Does Students' Prior Knowledge Affect Their Learning? Ambrose, et al., 2010 pp. 10-39 |
September 20 | Thinking about whether organizing knowledge affects students' learning | Let's share some teaching experiences that didn't work out the way I anticipated. | Chapter 2. How Does the Way Students Organize Knowledge Affect Their Learning? Susan A. Ambrose, et all. 2010 pp. 40-65 |
September 27 | Sharing your own tips to keep your students motivated. | Let's share your experience that students were motivated to learn some course materials and what those factors were. | Chapter 3. What Factors Motivate Students to Learn? Ambrose, et al., pp 66-90 |
October 4 | Thinking of how to deal with the situation where students' failing to meet their instructor's expectations. | Let's share your stories regarding students' failing to meet their instructor's expectations and finding how to deal with it. | What might be the elements for mastery? Let's think of the following key words: Acquire component skills -> Practice integrating skills -> Know when to apply skills -> Mastery Chapter 4. How Do Students Develop Mastery? Ambrose, et al., 2010 pp 91-120 |
October 11 | Sharing some tips to enhance students' learning with practice and feedback. | Let's share your stories what kinds of practice and feedback enhanced your learning and how to apply those experiences to your teaching session. | How do you think of the following principle? Principle: Goal-directed practice coupled with targeted feedback are critical to learning. Chapter 5. What Kinds of Practice and Feedback Enhance Learning? Ambrose, et al., 2010 pp. 121-152 |
October 18 | No Meeting | Fall Break |
| October 25 | Sharing your experiences regarding course climate and students' learning. | Let's share your stories where unanticipated social and emotional dynamics in the classroom have complicated the learning experience. | How do you think of the following principle? Principle: Students' current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning. Chapter 6. Why Do Students Develop and Course Climate Matter for Student Learning? Ambrose, et al., pp 153-187 |
November 1 | Sharing your own experiences having self-directed learning. | Let's share your stories where you could get self-directed learning process. | How do you think of the following principle? Principle: To become self-directed learners, students must learn to assess the demands of the task, evaluate their own knowledge and skills, plan their approach, monitor their progress, and adjust their strategies as needed. Chapter 7. How Do Students Become Self-Directed Learners? Ambrose, et al., 2010 pp. 188-216. |
November 8 | Making Syllabus | Let’s make a syllabus of the course/subject you want to teach and get feedback. | TBA |
November 15 | Making Syllabus | Let’s make a syllabus of the course/subject you want to teach and get feedback. | TBA |
November 22 | Making Syllabus | Let’s make a syllabus of the course/subject you want to teach and get feedback. And Snack Party! | TBA |
November 29 | Speaker Invitation 1 | This speaker invitation session is time to invite professors and get some tips related to teaching. | TBA |
December 6 | Speaker Invitation 2 | This speaker invitation session is time to invite professors and get some tips related to teaching. | TBA |
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