Presented by Margo Kourkoutas Morea, Ed.D., CRWT Creating Independent Learners Faculty Resource Center Ramapo College of N.J. October 14, 2015 1:00-2:00 p.m. Presented by Margo Kourkoutas Morea, Ed.D., CRWT

Overview The course syllabus as instrument for responsible learning Instructor as “guide on the side” Teaching practices Assignments Independent learners Bibliography

How Can a Course Syllabus Endorse Independent, Responsible Learning?

How Can a Course Syllabus Endorse Independent, Responsible Learning? Attendance Tardiness, leaving class early Quizzes, exams, homework, papers Acceptable class behaviors Electronic devices during class time Emails, student pairings Academic services, e.g., Ramapo’s Center for Reading and Writing

Instructor as “Guide on the Side” Establishes class policies, assignments, expectations for behaviors Facilitates learning Promotes knowledge-building Encourages learners to use creative methods to reach assignment objectives

“Guide on the Side” Teaching Practices (1 of 2) Paper-writing guidelines Reference guides First drafts, revisions, peer-reviewing Class guest speakers Student cohorts

“Guide on the Side” Teaching Practices (2 of 2) Guided reading: Reading guide questions Writing prompts Reaction responses, making connections Workshops, guest speakers on campus: Gross Center For Holocaust and Genocide Studies Berrie Center for Performing and Visual Arts Krame Center for Contemplative Studies and Mindful Living

Some Independent Learning Assignments Library projects Student-led discussions Small group presentations Ted Talks, YouTube videos, films Student-selected journal articles, books Field research

Independent Learners Learn beyond rote and recall Are intrinsically motivated Learn by doing, trial and error, problem-solving Take responsibility for their learning Interact socially with other active learners to create a community of learners Connect new learning to their everyday lives

Bibliography (1 of 2)    Davis, Barbara Gross. Tools for Teaching. San Francisco: Jossey-Bass, 2009. Fordham, Nancy W. “Crafting Questions that Address Comprehension Strategies in Content Reading.” Journal of Adolescent and Adult Literacy 49:5 (February 2006) 390-396. Gooblar, David. “Classroom Freedom Versus Control.” https://chroniclevitae.com/news/1045-classroom-freedom-versus-control. (accessed September 25, 2015). Hipple, Ted, & McClam, Tricia. “Tips for Better Teaching.” The Chronicle for Higher Education March 11, 2002. http://chronicle.com/article/Tips-for-Better-Teaching/45976 (accessed June 12, 2014). King, Alison. “From Sage on the Stage to Guide on the Side.” College Teaching 41:1 (Winter, 1993) 30-35. (accessed September 27, 2015).

Bibliography (2 of 2) “Make the Most of the First Day of Class.” Eberly Center Teaching Excellence & Educational Innovation, Carnegie Mellon University. http://www.cmu.edu/teaching/designteach/teach/firstday.html. (accessed August 22, 2015). Nilson, Linda B., Teaching at its Best. A Research-Based Resource for College Instructors. Boston, Mass: Vanderbilt University, 2010.   Paolini, Allison. “Enhancing Teaching Effectiveness and Student Learning Outcomes.” The Journal of Effective Teaching 15:1 (February 2015) 20-33. uncw.edu/cte/ET/articles/Vol15_1/Paolini.pdf. (accessed September 25, 2015). Parini, Jay. The Art of Teaching. New York: Oxford University Press, 2005. Parkes, Jay, and Harris, Mary B. “The Purposes of a Syllabus.” College Teaching 50:2 (Spring, 2002) 55-61. http://jan.ucc.nau.edu/~coesyl-p/syllabus_cline_article_2.pdf (accessed September 27, 2015).