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    Promoting active learning through peer-based instruction, at Center for Teaching Excellence Faculty Conference, Cornell University (Ithaca, NY), Wednesday, January 19, 2011:
    talk_1663.pdf
    The basic goals of Peer Instruction are to encourage and make use of student interaction during lectures, while focusing students' attention on underlying concepts and techniques. The method has been assessed in many studies using standardized, diagnostic tests and shown to be considerably more effective than the conventional lecture approach to teaching. Peer Instruction is now used in a wide range of science and math courses at the college and secondary level. In this workshop, participants will learn about Peer Instruction, serve as the �class� in which Peer Instruction is demonstrated... Read more about Promoting active learning through peer-based instruction
    Peer Instruction: Why? And how?, at KTH Royal Institute of Technology visit, Harvard University (MA), Wednesday, February 9, 2011:
    talk_1722.pdf
    The basic goals of Peer Instruction are to encourage and make use of student interaction during lectures, while focusing students' attention on underlying concepts and techniques. The method has been assessed in many studies using standardized, diagnostic tests and shown to be considerably more effective than the conventional lecture approach to teaching. Peer Instruction is now used in a wide range of science and math courses at the college and secondary level. In this workshop, participants will learn about Peer Instruction, serve as the "class" in which Peer Instruction is demonstrated,... Read more about Peer Instruction: Why? And how?
    ConcepTest design workshop, at KTH Royal Institute of Technology visit, Harvard University (MA), Friday, February 11, 2011:
    talk_1723.pdf
    The basic goals of Peer Instruction are to encourage and make use of student interaction during lectures, while focusing students' attention on underlying concepts and techniques. The method has been assessed in many studies using standardized, diagnostic tests and shown to be considerably more effective than the conventional lecture approach to teaching. Peer Instruction is now used in a wide range of science and math courses at the college and secondary level. In this workshop, participants will learn about Peer Instruction, serve as the "class" in which Peer Instruction is demonstrated,... Read more about ConcepTest design workshop
    Peer Instruction Workshop, at Joint CSE/IAD workshop, The University of Edinburgh (Edinburgh, United Kingdom), Friday, April 1, 2011:
    talk_1738.pdf
    The basic goals of Peer Instruction are to encourage and make use of student interaction during lectures, while focusing students' attention on underlying concepts and techniques. The method has been assessed in many studies using standardized, diagnostic tests and shown to be considerably more effective than the conventional lecture approach to teaching. Peer Instruction is now used in a wide range of science and math courses at the college and secondary level. In this workshop, participants will learn about Peer Instruction, serve as the "class" in which Peer Instruction is demonstrated,... Read more about Peer Instruction Workshop
    Peer Instruction, at Universidad del Norte (Barranquilla, Colombia), Thursday, June 9, 2011:
    talk_1753.pdf
    The basic goals of Peer Instruction are to encourage and make use of student interaction during lectures, while focusing students' attention on underlying concepts and techniques. The method has been assessed in many studies using standardized, diagnostic tests and shown to be considerably more effective than the conventional lecture approach to teaching. Peer Instruction is now used in a wide range of science and math courses at the college and secondary level. In this workshop, participants will learn about Peer Instruction, serve as the �class� in which Peer Instruction is demonstrated... Read more about Peer Instruction
    Using goal-based instructional design to frame innovative learning experiences, at Renovacion Pedagogica 2011, Universidad Del Norte (Barranquilla, Colombia), Friday, June 10, 2011:
    talk_1759.pdf
    Instructors are at their core, learning designers. Most begin drawing their plans for student learning using a traditional approach, considering: Which text book and readings should I use? Which topics should I cover? How should I test my students’ knowledge? Advances in learning science suggest turning this traditional approach to course planning upside down and design student learning experiences by first asking a set of different questions: What exactly do I want my students to be able to do after they take this course? What are the learning goals I have for... Read more about Using goal-based instructional design to frame innovative learning experiences
    Authentic Student Learning Evaluation Plans in Higher Education, at Renovacion Pedagogica 2011, Universidad Del Norte (Barranquilla, Colombia), Friday, June 10, 2011:
    talk_1760.pdf
    Open the doors to any classroom across the globe and you will observe an almost universal model for the evaluation of student learning. Instructors stand at the front of a lecture hall, teach content, students (at least we hope) attempt to learn that content, and then instructors evaluate that content learning through traditional assessments such as multiple-choice exams, quizzes, or research papers. Most of these conventional approaches to evaluation are one-dimensional and are not aligned with overarching learning goals that relate to competencies students actually need to progress... Read more about Authentic Student Learning Evaluation Plans in Higher Education
    The Syllabus: A Blueprint for Innovative Learning Experiences in Colombian Higher Education, at Renovacion Pedagogica 2011, Universidad Del Norte (Barranquilla, Colombia), Friday, June 10, 2011:
    talk_1761.pdf
    The syllabus is the blueprint for learning in higher education; it narrates the story of the larger learning experiences instructors and students should expect to encounter as they navigate the terrains of a course. It also represents the "logic" or "theory" of a course: If instructors and students use the syllabus as a guide, engage seriously in the content and activities laid out, then learning experiences should occur. Innovative syllabi bring together and make clear instructors' expectations for student learning (Learning Goals), the evidence and... Read more about The Syllabus: A Blueprint for Innovative Learning Experiences in Colombian Higher Education
    Peer instruction: discussion and brains-on demo, at Physics and Astronomy New Faculty Workshop (Greenbelt, MD), Monday, June 27, 2011:
    talk_1735.pdf
    The basic goals of Peer Instruction are to encourage and make use of student interaction during lectures, while focusing students' attention on underlying concepts and techniques. The method has been assessed in many studies using standardized, diagnostic tests and shown to be considerably more effective than the conventional lecture approach to teaching. Peer Instruction is now used in a wide range of science and math courses at the college and secondary level. In this workshop, participants will learn about Peer Instruction, serve as the "class" in which Peer Instruction is demonstrated,... Read more about Peer instruction: discussion and brains-on demo
    Engaging students one-on-one, all at once; Session 1, at LASPAU/IDIA Short Online Course for Pontificia Universidad Católica de Chile and the Universidad Adolfo Ibanez (Chile) (Cambridge, MA), Monday, August 8, 2011:
    talk_1776.pdf
    This short-course introduces participants to the ideas of Peer Instruction (PI) and Just- in-Time-Teaching (JiTT), two research-based methods for engaging students, improving conceptual understanding, increasing retention in courses and programs, and enhancing academic performance. Participants will also learn about a new approach to instructional design. Finally, participants will apply the knowledge gained to a specific course module they are (or will be) teaching, by re-designing (or designing) the syllabus for this course module and developing a plan for implementing PI and JiTT. The... Read more about Engaging students one-on-one, all at once; Session 1
    Engaging students one-on-one, all at once; Session 2, at LASPAU/IDIA Short Online Course for Pontificia Universidad Católica de Chile and the Universidad Adolfo Ibanez (Chile) (Cambridge, MA), Monday, August 22, 2011:
    talk_1777.pdf
    Continuation of online workshop.

    This second 2-hour live online session will:

    • address the questions that have been submitted in the assignment form,
    • provide pointers on how to develop PI and JiTT questions,
    • discuss strategies for assessment, and
    • provide an opportunity to share ideas for learning goals and module improvements.
    Read more about Engaging students one-on-one, all at once; Session 2
    Taller sobre la Instrucción entre Pares, at aller Hacia La Sociedad del Conocimiento, Transformando la Educación Superior en la Republica Dominicana, Club Aduanas (Santo Domingo, Dominican Republic), Thursday, September 15, 2011:
    talk_1783.pdf
    El propósito esencial de la Instrucción entre Pares es promover y utilizar la interacción de los estudiantes durante la clase, a la vez que se centra la atención de los estudiantes en conceptos y técnicas fundamentales. El método ha sido evaluado en muchos estudios utilizando pruebas diagnósticas estandarizadas las cuales muestran que es considerablemente más efectivo que el método tradicional de enseñanza de dictar clases. La Instrucción entre Pares es actualmente utilizado en un amplio rango de cursos de ciencias y matemáticas a nivel universitario y de educación secundaria. En... Read more about Taller sobre la Instrucción entre Pares
    Repensar la evaluación del aprendizaje de los estudiantes en la educación superior, at aller Hacia La Sociedad del Conocimiento Transformando la Educación Superior (Santo Domingo,, República Dominicana), Thursday, September 15, 2011:
    talk_1785.pdf
    Al abrir las puertas de cualquier sala de clases en cualquier parte del mundo, podrá observar un modelo casi universal de evaluación del aprendizaje del es- tudiante. Los profesores están ubicados al frente del salón de clases, enseñan contenido, los estudiantes (eso esperamos) intentan aprender el contenido y los profesores lo evalúan a través de métodos tradicionales, tales como exámenes de opciones múltiples, exámenes cortos o tareas de investigación. La mayoría de es- tos métodos convencionales de evaluación son de una sola dimensión y no están alineados con metas amplias... Read more about Repensar la evaluación del aprendizaje de los estudiantes en la educación superior
    Taller sobre la Instrucción entre Pares, at aller Hacia La Sociedad del Conocimiento, Transformando la Educación Superior en la Republica Dominicana, Club Aduanas (Santo Domingo, Dominican Republic), Friday, September 16, 2011:
    talk_1784.pdf
    El propósito esencial de la Instrucción entre Pares es promover y utilizar la interacción de los estudiantes durante la clase, a la vez que se centra la atención de los estudiantes en conceptos y técnicas fundamentales. El método ha sido evaluado en muchos estudios utilizando pruebas diagnósticas estandarizadas las cuales muestran que es considerablemente más efectivo que el método tradicional de enseñanza de dictar clases. La Instrucción entre Pares es actualmente utilizado en un amplio rango de cursos de ciencias y matemáticas a nivel universitario y de educación secundaria. En... Read more about Taller sobre la Instrucción entre Pares
    Repensar la evaluación del aprendizaje de los estudiantes en la educación superior, at aller Hacia La Sociedad del Conocimiento Transformando la Educación Superior (Santo Domingo,, República Dominicana), Friday, September 16, 2011:
    talk_1786.pdf
    Al abrir las puertas de cualquier sala de clases en cualquier parte del mundo, podrá observar un modelo casi universal de evaluación del aprendizaje del es- tudiante. Los profesores están ubicados al frente del salón de clases, enseñan contenido, los estudiantes (eso esperamos) intentan aprender el contenido y los profesores lo evalúan a través de métodos tradicionales, tales como exámenes de opciones múltiples, exámenes cortos o tareas de investigación. La mayoría de es- tos métodos convencionales de evaluación son de una sola dimensión y no están alineados con metas amplias... Read more about Repensar la evaluación del aprendizaje de los estudiantes en la educación superior
    Rethinking student learning assessment in higher education, at The University in the 21st Century: From Teaching to Learning in Costa Rica, Initiative for the Development of Academic Innovation, LASPAU, Harvard University (Cambridge, MA), Friday, October 21, 2011:
    talk_1803.pdf
    Open the doors to any classroom across the globe and you will observe an almost universal model for the evaluation of student learning. Instructors stand at the front of a lecture hall, teach content, students (at least we hope) attempt to learn that content, and then instructors evaluate that content learning through traditional assessments such as multiple-choice exams, quizzes, or research papers. Most of these conventional approaches to evaluation are one-dimensional and not aligned with overarching learning goals that relate to competencies students actually need to progress successfully... Read more about Rethinking student learning assessment in higher education
    Rethinking Student Learning Evaluation in Higher Education, at Program on Innovative Teaching and Learning in Chile, Harvard University: LASPAU (Cambridge, MA, USA), Tuesday, November 1, 2011:
    talk_1808.pdf
    Open the doors to any classroom across the globe and you will observe an almost universal model for the evaluation of student learning. Instructors stand at the front of a lecture hall, teach content, students (at least we hope) attempt to learn that content, and then instructors evaluate that content learning through traditional assessments such as multiple-choice exams, quizzes, or research papers. Most of these conventional approaches to evaluation are one-dimensional and not aligned with overarching learning goals that relate to competencies students actually need to progress successfully... Read more about Rethinking Student Learning Evaluation in Higher Education
    From Student Readiness to Succeed to Student Success in College, at Program for Innovative Teaching in Chilean Higher Education a, LASPAU-Affliated with Harvard University (Cambridge, MA), Friday, November 4, 2011:
    talk_1854.pdf
    Improving student success is one of the most pressing issues in higher education across the world. Too often, despite succeed in secondary classrooms, students are entering college underprepared to engage in the rigors of undergraduate study, which results in a number of consequences for institutions. High drop out, failure, and withdrawal rates limit students’ abilities to take full advantage of their college experience and reach their highest potential. Failing to intervene in the success problem has substantial cost implications for institutions, instructors, and societies within which... Read more about From Student Readiness to Succeed to Student Success in College

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