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Lecture presentations, whether live or online, are an important tool for teaching. Unfortunately, they can also be a source of student passivity and information that is not well retained. This doesn't have to be the case! Join us for lunch and a half-day workshop devoted to creating memorable presentations. We'll discuss six principles for creating "sticky" messages appropriate for teaching students, providing training, or delivering information to your work group. Participants will leave with a variety of specific presentation ideas adaptable to their specific discipline and context. Based on Made to Stick: Why Some Ideas Survive and Others Die, Chip and Dan Health. Lunch will be provided.
Our Just in Time Teaching series will resume in the Fall.
This year, we’re offering two types of sessions: stand-alone, practical discussions of timely teaching topics, and a series of four one-hour sessions that take you through the course design process.
We also offer ongoing Just in Time teaching tips here.
This workshop took place on Apr. 17, 2013
As instructors how do we choose appropriate activities for the classroom? In this last workshop in the JITT Course Design series, we will discuss how situational factors, learning outcomes, and assessment goals can guide your planning of class sessions that support student learning. We will introduce and describe multiple classroom activities to engage and motivate your students. You will leave this workshop with concrete suggestions that you can apply immediately to your own teaching.
This workshop took place on Mar. 26 2013
Perhaps the story is familiar. You stay up very late, correcting mid term exams, carefully reading papers - all the while providing lots of thoughtful comments. Then you watch the next week as students flip straight to the back page for the grade. What's up with that?
Join us to explore the unintended ways assessment and grading practices can work against us, costing hours of time while missing opportunities for improved student learning. In this one-hour interactive session we'll discuss practical strategies to make assessment and grading efficient for you and clear and useful for your students.
This workshop took place on Nov. 8th, 2012
Course Design begins with investigating, questioning, and naming the broad to specific teaching and learning environments that provide tacit and explicit contexts for a course you develop or re-design. During this session, the facilitator will briefly map out the year-long Course Design sessions offered as part of the Just in Time Teaching Workshop series. The main work of the session will be to work with participants to illuminate institutional, disciplinary, cultural and individual contexts that impact how one shapes learning and teaching principles, learning practices, and classroom environments.
This workshop took place on
Dec. 6, 2012
What would you like your students to know and be able to do two or three years after they graduate? This workshop will draw from a course design process by Fink (2003) which is learning-centered rather than content-centered. Participants will create learning outcomes that will be the foundation for the rest of their course development.
Fink, L. D. (2003). Creating significant learning experiences: an integrated approach to designing college courses. San Francisco: Jossey-Bass.
This workshop took place on Wednesday, Jan. 30, 2013
The Art of Hosting and Harvesting: Conversations that Matter is a facilitation practice that is being used globally. Many of the techniques and activities that comprise this practice can be used in the classroom. Experience the practice and learn about its pedagogical applications in this workshop.
This workshop took place on Wednesday, Feb. 13, 2013
Whether you're new to student presentations or just looking for tips to improve their quality, this session will provide an interactive look at this often used assignment. Workshop topics will include strategies for ensuring that groups function well and produce good work, methods for grading group and individual presentations, and techniques for making presentations a learning experience for your students--rather than something to dread.
Critics of PowerPoint have long pointed to its many shortcomings, perhaps the chief one being that it “makes us stupid”. Yet PowerPoint, which shares more than it differs from other slideware programs (Keynote, Google Presentations, and SlideRocket, to name a few), is too often an easy scapegoat for presenters who lack the training and knowledge to put together an attractive, memorable, well-designed presentation. This presentation will provide a basic overview of designing slides and presentations that engage audiences, facilitate learning, and increase retention.
To be effective teachers, we need to know (before the mid-term or end-of-term exam) whether our students are learning what we set out to teach them, and students need ways to assess whether they are keeping up with those expectations. This session will introduce practical tools you can use to measure how things are going as you strive to engage students in meaningful learning.