2014

Flipping the Classroom 101 - An Introduction to Flipped Learning, at Southwest College of Naturopathic Medicine (Phoenix, AZ), Saturday, January 25, 2014:
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 Flipping the Classroom 101 - An Introduction to Flipped Learning
Confessions of a converted lecturer, at Wellesley/Olin/Babson Faculty Retreat, Babson College (Babson Park, MA), Friday, January 17, 2014:
I thought I was a good teacher until I discovered my students were just memorizing information rather than learning to understand the material. Who was to blame? The students? The material? I will explain how I came to the agonizing conclusion that the culprit was neither of these. It was my teaching that caused students to fail! I will show how I have adjusted my approach to teaching and how it has improved my students' performance significantly
Assessment: The Silent Killer of Learning, at Wellesley/Olin/Babson Faculty Retreat, Babson College (Babson Park, MA), Friday, January 17, 2014:
Why is it that stellar students sometimes fail in the workplace while dropouts succeed? One reason is that most, if not all, of our current assessment practices are inauthentic. Just as the lecture focuses on the delivery of information to students, so does assessment often focus on having students regurgitate that same information back to the instructor. Consequently, assessment fails to focus on the skills that are relevant in life in the 21st century. Assessment has been called the "hidden curriculum" as it is an important driver of students' study habits. Unless we rethink our approach to... Read more about Assessment: The Silent Killer of Learning
Innovating the education system, at 7th Annual Global Competitiveness Forum (Riyadh, Kingdom of Saudi Arabia), Friday, January 17, 2014
Panel discussion to address the following questions/points:
  • Are schools flexible enough to benefit from the changes brought about by technology and the changing ways children want to learn?
  • How do we build a culture of innovation within the education system?
  • How public education systems deliver excellent results
  • What role can the private sector play?
  • Transforming the school system and delivering innovative models to scale: what are the key levers and pitfalls?
  • Adapting global best practices in a national context

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Flat space, deep learning, at Preparing Future Physics Faculty Seminar, University of California San Diego (San Diego, CA), Friday, January 10, 2014
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 Flat space, deep learning
Assessment for (not of) learning, at Pearson National Sales Meeting (San Diego, CA), Thursday, January 9, 2014:
Why is it that stellar students sometimes fail in the workplace while dropouts succeed? One reason is that most, if not all, of our current assessment practices are inauthentic. Just as the lecture focuses on the delivery of information to students, so does assessment often focus on having students regurgitate that same information back to the instructor. Consequently, assessment fails to focus on the skills that are relevant in life in the 21st century. Assessment has been called the "hidden curriculum" as it is an important driver of students' study habits. Unless we rethink our approach to... Read more about Assessment for (not of) learning

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