Date(s) - 02/01/2019
1:00 pm - 2:30 pm
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There are 15 spaces reserved, 5 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 use of 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? 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? Explore strategies to unpack the language of learning and awareness of learning levels with your students.