Avoiding Inert Knowledge: Making Students the Subject of the Classroom
Description
Human beings are wired to rapidly learn complex concepts. However, taking advantage of this trait by simply lecturing to students robs them of feeling empowered in their own acquisition of knowledge. This presentation advocates for the importance of providing students with an experience, rather than merely explanations. Theories of learning and models of teaching will be explored and unpacked to provide participants with a toolkit of strategies to take back to their classrooms and other course environments. In this session, participants will develop a shared language of pedagogy, curriculum development, and instructional planning. Participants will also be exposed to issues of formative assessment and reflective development of course material. Finally, the session will provide participants with a plan of course development to use over time.
Avoiding Inert Knowledge: Making Students the Subject of the Classroom
Human beings are wired to rapidly learn complex concepts. However, taking advantage of this trait by simply lecturing to students robs them of feeling empowered in their own acquisition of knowledge. This presentation advocates for the importance of providing students with an experience, rather than merely explanations. Theories of learning and models of teaching will be explored and unpacked to provide participants with a toolkit of strategies to take back to their classrooms and other course environments. In this session, participants will develop a shared language of pedagogy, curriculum development, and instructional planning. Participants will also be exposed to issues of formative assessment and reflective development of course material. Finally, the session will provide participants with a plan of course development to use over time.