Learner centered teacher development to evoke excellence among students
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This document outlines an agenda and activities for a learner-centered teacher development workshop on honors pedagogy. The workshop aims to help participants design effective honors courses based on evidence-based honors pedagogy. It utilizes blended and active learning techniques to mimic the environment expected in honors courses, such as City as Text activities and ePortfolio reflections. Sessions are designed to include framing presentations followed by discussion, activities, and writing. Formative feedback is gathered to allow flexibility in the agenda. Early signs suggest the approach is effective in inspiring and challenging participants.
Learner centered teacher development to evoke excellence among students
- 1. Learner-Centered Teacher Development to Evoke Excellence Among Students Beata Jones, John Zubizarreta, Marca Wolfensberger b.jones@tcu.edu, jzubizarreta@columbiasc.edu M.V.C.Wolfensberger@pl.hanze.nl June 3, 2016, Utrecht, the Netherlands Utrecht Honours Conference 2016: Honours Futures
- 2. Welcome! Marca Wolfensberger, Ph.D. John Zubizarreta, Ph.D. Beata Jones, Ph.D. M.V.C.Wolfensberger@pl.hanze.nl jzubizarreta@columbiasc.edu b.jones@tcu.edu
- 3. Hello! Nice to Meet You… • My name is….. • I am from the ___ college/school/dept. @ ______ university in _____. • This session is relevant to me because …
- 4. Agenda Motivation Creating Significant Learning Experiences Learner-Centered Teacher Development Activity
- 5. Motivation How Do YOU Keep Learning?
- 6. Motivation Teacher development has a demonstrable impact on student learning (Flaherty, 2016) “Faculty development has become a priority at many academic institutions as a way to improve the quality of academic programs and to respond to emerging faculty, student, program, and industry needs” (Shahid, 2013) Do YOU Agree That Teacher’s Development Has Impact on Student Learning?
- 7. Creating Significant Learning Experiences Self-Directed Guide to Designing Significant Learning Experiences
- 8. What Might be a Reasonable Goal for a Teacher Development Workshop?
- 9. Our Honors Faculty Institute Objective At the end of the institute, the participants will be able to: Design and implement an effective honors course, based on honors pedagogy research, by integrating ideas presented in readings and at the institute.
- 10. Learner-Centered Teacher Development Blended Rooted in honors pedagogy Mimics course environment required for honors courses at home institutions
- 11. Mimic Home Institution Environment What Can You Do to Mimic A Home Institution Environment at the Workshop?
- 12. Evidence-Based Honors Pedagogy Offering Bounded Freedom Creating Community Enhancing Academic Competence Wolfensberger, 2012 Image source: https://emtaylorblog.wordpress.com
- 13. Enhancing Academic/Teaching Competence 1. Depth of Learning: a. Challenging Tasks b. Research c. Creative Endeavors 2. Breadth of Learning: a. Multi-perspectives b. Interdisciplinary c. Integrative d. Academic & Societal What Could You Ask the Faculty to Do to Enhance Their Academic Competence?
- 14. Offering Bounded Freedom 1. Choices 2. Flexibility 3. Experimentation 4. Self-regulation 5. Passion 6. Co-production 7. Innovative Pedagogies How Could You Offer Bounded Freedom to Faculty@ the Workshop?
- 15. Creating Community 1. Teacher Behavior: a. Engagement b. Joy c. Inspiration d. Interest in Students e. Availability 2. Building Relationships: a. Feedback b. Interaction c. Active Learning How Could You Create a Community at the Workshop?
- 16. City As Text™ Active Learning – an approach to engaging students in thinking about their own way of seeing and understanding what they see, as they map the world around them.
- 17. ePortfolio-based Blended Learning https://hfi.digication.com/FacultyInstitute/Home/published https://hfi.digication.com/FacultyTemplate2016/Home/published Why Use an ePortfolio Platform?
- 18. Further Notes on Our Learner-Centered Pedagogy The sessions were designed to include a brief “framing presentation,” with some time for discussion/activity and writing in the e- portfolio. The facilitators were prepared to diverge at any moment to allow colleagues help direct the framing of the institute & change the planned agenda based on formative feedback.
- 19. Early Signs of Effectiveness •“It has been a great experience to participate in this institute. Thank you for the dream to do it!” “Thank you for your fantastic input and incredible hard work and commitment.” “Great inspiration….”
- 20. Activity •In Pairs: Identify Key Pedagogical Challenges in Honors Square the Pair: Identify Key Pedagogical Challenges in Honors Report Out Reflect Questions
- 21. References • Fink, D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA:Jossey-Bass. • Flaherty, C. (2016). Professors can learn to be more effective instructors. Inside Higher Education. https://www.insidehighered.com/news/2016/02/10/new- study-suggests-faculty-development-has-demonstrable-impact-student-learning? • Shahid, A. (2013, December 17). A checklist for effective faculty development programs. Faculty Focus. • Wolfensberger, M. V. (2012). Teaching for Excellence: Honors Pedagogy Revealed. Waxmann Verlag. Retrieved from: http://dspace.library.uu.nl/bitstream/handle/1874/261033/wolfensberger.pdf?se quence=2 • Yee, K. (2015). Learner-centered faculty development. New Directions for Teaching and Learning, 2015: 99–107. doi: 10.1002/tl.20166
- 22. Thank You! Marca Wolfensberger, Ph.D. John Zubizarreta, Ph.D. Beata Jones, Ph.D. M.V.C.Wolfensberger@pl.hanze.nl jzubizarreta@columbiasc.edu b.jones@tcu.edu