Discounted tickets are available now!
New York Professional Events List
The Teaching Professor Workshops
At The Teaching Professor Workshops, you’ll join colleagues for extended versions of two of Magna’s most popular Teaching Professor Conference preconference workshops. These discussion-focused workshops, offered at several convenient times and locations, allow you to really dig into a specific teaching topic and gain knowledge and actionable insights you might not get at larger-scale events.
Topics are chosen from successful preconference workshops at past Teaching Professor Conferences—expanded to include a full day of content. You’ll enjoy face-to-face, interactive, and in-depth programming, facilitated by some of the industry’s most acclaimed presenters.
Each workshop is limited to 70 registrants, so by attending, you’ll gain large-conference content in a small-workshop format. This is an excellent opportunity to learn in an interactive setting, mingle with colleagues facing the same teaching issues, and take away an action plan for implementing new ideas into your classroom.
By attending, you’ll have the opportunity to:
- Participate in small group learning
- Take a deep dive and sharpen your mastery of a singular topic in just one day
- Gain exclusive content expanded from The Teaching Professor Conference and taught by popular presenters
- Interact face-to-face with peers
- Develop personal action plans and workshop your ideas
- Gain quality insights at a convenient time and location
Active Learning Techniques that Promote and Assess Student Learning Workshop
By the end of the workshop, participants will be able to:
- Identify significant learning goals
- Write a learning objective
- Choose an instructional technique to help students achieve the objective
- Gather evidence of learning
- Document student learning
- Current approaches to selecting active learning
- Issues with the current approaches
- Clarifying what students should be learning
- A range of active learning activities that respond to different learning goals and meet instructional challenges like getting students coming to class prepared, deepening their engagement, improving their study habits and developing greater awareness of learning
- Selecting and implementing activities that accomplish designated learning goals
- Assessing those activities and reflecting on changes to further improve student learning
Benefits and Takeaways:
- A clearer understanding of what active learning is and how it best works to promote learning
- A systematic approach that starts with learning goals and ties selection, implementation, and assessment of activities to those goals
- Lots of innovative active learning activities and ideas
- Handouts with more activities, resources, research references
- Worksheets that guide you through the process being proposed in the session
- The opportunity to select an activity, plan its implementation, and make assessment decisions during the workshop
- Those who teach college students; faculty members, full or part time
- College teachers interested in the most effective ways to use and assess active learning activities
- New teachers, mid-career faculty, and those with years of experience but still interested in learning more about effective instruction
- Those teaching introductory courses, courses for major, and capstone courses
- Those teaching online, in classrooms, or some combination of both
8:30 am–Noon (Morning Session)
Introductions, overview, and suggestions for getting the most out of the day
How Faculty Approach Selecting, Using, and Assessing Active Learning Techniques
Activity: Identify an active learning technique you use. Briefly describe how you found out about it, why you selected it, and how you’re using it.
Presentation: Use the discussion to identify some of the problems with how faculty select, use, and assess active learning techniques.
Conclusion: Today’s workshop presents an alternative: a different way of selecting, implementing, and assessing techniques. We believe it’s an alternative that increases the likelihood that your active learning techniques will promote the learning proposed in your goals for the course.
Learning Assessment Techniques: A Better Way to Promote and Assess Student Learning
- Difference between research and assessment
- What is Learning Assessment?
- What is a Learning Assessment Technique (LAT)
Six steps in the LAT process
Step 1: Clarify what you want students to learn
- Goals and outcomes
- Learning Goals Inventory
Step 2: Determine why you are assessing learning
- What is the purpose of your assessment?
- What is your assessment question?
Noon–1:00 pm (Lunch)
1:00–4:00 pm (Afternoon Session)
Six steps in the LAT process continued...
Step 3: Select a LAT from a wide range of options that helps accomplish your learning goal
- Foundational knowledge
- Human Dimension
- Learning how to Learn
Step 4: Implement a LAT
- How will the LAT work in practice?
- What are common implementation errors?
Step 5: Analyze and Report
- Has learning been successful?
- How do you analyze your data? Quantitative, qualitative, rubrics
Step 6: “Close the Loop”
- How to evaluate and make changes to improve?
- How might you reflect and record changes?
4:00–4:30 pm (Summary and Conclusion)
VIP Life Time Subscription to our Newsletters!