Registration is now open for CRLT's fall 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.
Our offerings include workshops for both faculty and graduate students on key skills like leading discussions and "flipping" a class. The series also features sessions on inclusive teaching: a six-session seminar for graduate students and postdocs on Diversity and Inclusive Teaching (co-facilitated by CRLT and IGR), as well as a workshop exploring the intersection of diversity and technology. Full details about these programs and more can be found on our Upcoming Events list. Read more »
The “flipped classroom” has garnered considerable attention in the academy over the past year. This approach to teaching involves the use of podcasting and other strategies to shift students’ initial exposure to content from the lecture hall to outside of the classroom. In the process, significant portions of class time are freed up for active learning and student engagement. In this workshop series faculty participants will explore teaching in a flipped classroom and consider how to use this approach in their own teaching. A total of four sessions will take place. In the first session, a U-M faculty panel will discuss a variety ways they have successfully flipped their classrooms, both with and without technology. In session two, faculty will experience a flipped classroom from the perspective of students and then reflect on strategies for design and implementation. The third session will highlight general principles for designing a flipped lesson, including an introduction to relevant instructional technologies. In the final session, faculty will receive short consultations on their plans from CRLT instructional consultants and peers. Dinner will be provided at each session, please indicate in the comments section if you have any dietary restrictions.
1. Faculty Panel: How I Flipped and Lessons Learned
2. What’s It Like to Be a Student in a Flipped Classroom?Read more »
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 Mon., Jul 14 and Sun., Jul 20
Step 3 must be completed between Mon., Jul 21 and Thu., Jul 24
Step 4 must be completed between Fri., Jul 25 and Mon., Jul 28
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 - 11:17am
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.
Promoting Excellence & Innovation in Teaching & Learning at U-M
CRLT is dedicated to the support and advancement of evidence-based learning and teaching practices and the professional development of all members of the campus teaching community. CRLT partners with faculty, graduate students, postdocs, and administrators to develop and sustain a University culture that values and rewards teaching, respects and supports individual differences among learners, and creates learning environments in which diverse students and instructors can excel.