Date(s) - 06/07/2019
1:00 pm - 3:00 pm
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There are 5 spaces reserved, 15 are still available.
Despite our best intentions, we often fail to make the intended learning in our courses transparent to students. Sometimes student complaints, “I didn’t know what you wanted,” stem from our vague terms and ambiguous outcomes, i.e., “understand,” “know,” “discuss,” and “learn.” Why do students simply memorize textbook facts when we are looking for analysis or integration? Do they even know what higher level learning is? Why do they complain, “We had to do all of the work?” Why do they perceive assignments as “busy work” while we’re certain they are rigorous opportunities to develop critical thinking? How transparent are your intended levels of learning and assignments and how can you make them more so? Explore strategies to unpack the language of learning and awareness of learning levels with your students. Bring your syllabus and assignments.
Registration is closed for this workshop.