Workshop

Flipped Classrooms 101—An Introduction to Flipped Learning, at Howard Hughes Medical Institute, Southwestern University (Georgetown, TX), Friday, October 25, 2013:
Instructors all over the globe are turning their students' worlds around by flipping their classrooms. In a flipped class, teachers move information coverage out of the lecture hall so that they can better leverage in-class time to address student difficulties and misconceptions. In this interactive session, Dr. Julie Schell will flip the workshop by providing brief introductory, pre-workshop activities to participants. She will use responses from these activities in the workshop and discuss the why, what, and how of flipped classrooms by confronting and resolving a series common myths about... Read more about Flipped Classrooms 101—An Introduction to Flipped Learning
Peer Instruction and the Flipped Classroom, at Exemplary Practices and Educational Leadership Conference, Central Valley Educational Leadership Institute (Fresno, CA), Thursday, October 17, 2013:
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 2-3 hour long workshop, participants will learn about Peer Instruction, serve as the "class" in which Peer Instruction is... Read more about Peer Instruction and the Flipped Classroom
Promoting Innovations in Learning: PBL, TBL, and Learning Catalytics, at Center for Promotion of Excellence in Higher Education Workshop, Kyoto University (Kyoto, Japan), Thursday, October 10, 2013:
The teaching of physics to engineering students has remained stagnant for close to a century. In this novel team-based, project-based approach, we break the mold by giving students ownership of their learning. This new course has no standard lectures or exams, yet students’ conceptual gains are significantly greater than those obtained in traditional courses. The course blends six best practices to deliver a learning experience that helps students develop important skills, including communication, estimation, problem solving, and team skills, in addition to a solid conceptual understanding... Read more about Promoting Innovations in Learning: PBL, TBL, and Learning Catalytics
Using Clickers with Peer Instruction, at Turning Technologies Webinar (Austin, TX), Tuesday, October 8, 2013:
Peer Instruction is a teaching method that leverages the power of cutting-edage learning technologies, such as clickers, to transform learning. The centerpiece of Peer Instruction is the ConcepTest, a short interactive question that helps uncover student misconceptions. In this presentation, we will discuss three big questions frequently posed by clicker and Peer Instruction users: Should I ask my students to vote on ConcepTests first, before turning to their neighbor to discuss? Should I show my students the results of their responses, before I cue them to turn to their neighbors? And, how... Read more about Using Clickers with Peer Instruction
AP50: A team-based, project-based approach to teaching introductory physics, at Physics Department Faculty Meeting, Harvard University (Cambridge, MA), Monday, September 9, 2013:
The teaching of physics to engineering students has remained stagnant for close to a century. In this novel team-based, project-based approach, we break the mold by giving students ownership of their learning. This new course has no standard lectures or exams, yet students’ conceptual gains are significantly greater than those obtained in traditional courses. The course blends six best practices to deliver a learning experience that helps students develop important skills, including communication, estimation, problem solving, and team skills, in addition to a solid conceptual understanding... Read more about AP50: A team-based, project-based approach to teaching introductory physics
Peer Instruction, at Welcome Back Meeting, Tustin Unified School District (Irvine, CA), Thursday, August 29, 2013:
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 2-3 hour long workshop, participants will learn about Peer Instruction, serve as the "class" in which Peer Instruction is... Read more about Peer Instruction
Adjusting to Peer Instruction, at Hong Kong Polytechnic University (Hong Kong, Hong Kong), Thursday, August 1, 2013:
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 2-3 hour long workshop, participants will learn about Peer Instruction, serve as the "class" in which Peer Instruction is... Read more about Adjusting to Peer Instruction
Learning Catalytics: Socrates Meets Facebook and High Academic Standards, at BLC 2013 (Boston, MA), Tuesday, July 23, 2013:
Most -- if not all -- of the important skills in our lives are acquired outside the traditional classroom. Peer Instruction is a research-based pedagogy that introduces rigorous problem solving while providing teachers with invaluable real time data. The process has been shown to dramatically improve conceptual understanding and personalize instruction, even in large classes. While successfully implementing Peer Instruction doesn't require any technology, using the right technology can improve student engagement, and dramatically increase learning.

In this workshop you will learn how to...

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Showcase: A team-based, project-based approach to teaching introductory physics, at 2013 9th Annual International CDIO Conference, Harvard University (Cambridge, MA), Thursday, June 13, 2013:
The teaching of physics to engineering students has remained stagnant for close to a century. In this novel team-based, project-based approach, we break the mold by giving students ownership of their learning. This new course has no standard lectures or exams, yet students’ conceptual gains are significantly greater than those obtained in traditional courses. The course blends six best practices to deliver a learning experience that helps students develop important skills, including communication, estimation, problem solving, and team skills, in addition to a solid conceptual understanding... Read more about Showcase: A team-based, project-based approach to teaching introductory physics
Peer Instruction, at CA Education Foundation Symposium, University of British Columbia (Vancouver, BC, Canada), Thursday, June 6, 2013
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 2-3 hour long workshop, participants will learn about Peer Instruction, serve as the "class" in which Peer Instruction is... Read more about Peer Instruction

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