Research shows that engaging with diverse peers can enhance student learning in the college classroom. How can teachers make good use of the diversity—both visible and invisible—in their classes to foster productive peer exchanges that enrich all students’ learning experiences? This interactive session for GSIs in all fields will present a series of specific strategies for helping students engage with one another across their differences, as well as for introducing course content in ways that productively draw upon students’ various backgrounds and experiences. The workshop is designed for teachers of a wide range of courses: those that foreground social difference as a course topic as well as those that do not.
*This session is a repeat of the 2/27 Leveraging Student Diversity in the Classroom seminar. If you are waitlisted for the 2/27 seminar, you are welcome to cancel your registration for that session and register for this session on 3/13 instead.
Submitted by aylwardg on Wed, 02/12/2014 - 12:17pm
Registration is now open for CRLT's winter seminar series on teaching and learning. The programs offer U-M instructors opportunities to gain new perspectives on teaching at Michigan, share ideas across disciplines, and improve teaching skills.
This semester, we are pleased to welcome peer instruction guru and Harvard Physics Professor Eric Mazur to campus, presenting both a talk and a follow-up workshop about facilitating student-to-student learning in your classes. Our other offerings include workshops for both faculty and graduate students on key skills like leading discussions and leveraging student diversity in the classroom. The series also features sessions on making good pedagogical use of U-M's wealth of resources: these include a panel on "Teaching In, With, and About Museums," with presentations from several U-M faculty members who regularly use museum collections in their courses, and a workshop on using the library's many digital collections in humanities teaching. Full details about these programs and more can be found on our Upcoming Events list.
Many of these seminars help fulfill a requirement for the U-M Graduate Teacher Certificate, a program developed by CRLT and Rackham to help U-M graduate students and postdocs document their professional development as college-level instructors. Almost 300 Rackham students have completed the Graduate Teacher Certificate program to date. They report that the program has helped them become more confident teachers and prepared them well for a competitive academic job search. You can find full details about requirements here.
In this online workshop, you will explore technologies that can be used to help check student understanding and provide feedback on student learning. You will have the option to explore these tools in the context of teaching concept based material, such as problem solving, or in the context of teaching with writing assignments. Participants will reflect on how these techniques could be applied in their own classrooms, and engage with fellow participants to address any obstacles to integrating these technologies. Specifically, you will:
Learn about the technologies and ways of using them in courses through a variety of materials, including websites, videos, and readings. (This should take about 45-60 minutes total)
Write a reflective response to the technologies and pedagogies you engaged with. (suggested length: 400-800 words)
Read and comment on at least two responses written by other participants. These comments will respond to questions raised by your colleagues.
Complete an online survey about your experience as a participant.
It should take about 90-120 minutes to complete all of the activities.
Steps 1 and 2 must be completed between Wed., Feb 26 and Wed., Mar 5
Step 3 must be completed between Wed., Mar 5 and Mon., Mar 10
Step 4 must be completed between Tues., Mar 11 and Fri., Mar 14
In this two-part seminar, we will discuss how to structure and deliver material in ways that engage the students and improve student learning. Each participant will have the opportunity to practice giving a short explanation of a course concept before a small group and will receive feedback from the group.
The second part of this seminar will be held Thursday, February 20 from 3pm-5pm. Faculty are expected to attend both sessions.
Submitted by aylwardg on Fri, 12/20/2013 - 10:44am
Opportunities for classroom participation help connect students to the material, the instructor, and each other. Research shows that active participation fosters critical thinking, long-term retention of course material and improved communication skills. This seminar will model and explore strategies that instructors can use to foster productive classroom participation. We will also discuss methods for structuring and evaluating student participation.
Submitted by aylwardg on Fri, 12/20/2013 - 10:39am
Promoting Excellence & Innovation in Teaching & Learning at U-M
Founded in 1962, the Center for Research on Learning and Teaching (CRLT) at the University of Michigan was the first teaching center in the country. CRLT partners with U-M faculty, graduate students, and administrators to promote a university culture that values and rewards teaching, respects and supports individual differences among learners, and encourages the creation of learning environments in which diverse students can learn and excel.