Ruth Ahn, Education Jennifer Mahlke, Communication Ready-2-Zoom: Promoting Active Participation & Assessment 9-26 (W) Noon – 1:15 P.M. Ruth Ahn, Education Jennifer Mahlke, Communication Faculty Center for Professional Development R2Z

Promoting Active Participation Q: What kinds of learning activities do you provide to actively promote student participation & engage them during class? At the beginning? During? At the end? Faculty Center for Professional Development R2Z

Student Engagement Consider the following: Pacing: Attention span (age + 1) Motivational activity at the beginning, too late at the end “Chunk & chew”:  See https://www.youtube.com/watch?v=55ey81AAeS4 Maximize students’ learning strengths (multisensory approaches) Participation structure (individual vs. group) Note-taking Role of PowerPoint & technology Faculty Center for Professional Development R2Z

Teaching & Assessment Purposes 1. To inform teaching 2. To improve teaching 3. To improve student learning Teaching Assessment Faculty Center for Professional Development R2Z

Student-Centered Assessment Reflective teaching: reflection in action (during teaching) & on action (before & after) Not only teaching but also assessment needs to be student-centered = no mismatch Formative feedback & assessment (on-going & process oriented): https://www.youtube.com/watch?v=sYdVe5O7KBE Instructional changes made based on assessment of student learning Formative vs. summative assessment Faculty Center for Professional Development R2Z

Coming Up!! 10/25 (Th) Noon – 1:15 P.M. “CFA Success Kit for Lecturers Part 1” 11/29 (Th) Noon – 1:15 P.M. “Transparent Syllabus” Any questions??? E-mail Ruth Ahn at ruthahn@cpp.edu Faculty Center for Professional Development R2Z

Brain & Motivational Activity We want to put the motivational activity at the very beginning of our teaching.  The parts of the limbic system in our brain are involved in motivation and emotion.  We want to "turn it on" or "ignite it" with a motivational activity so that students respond with positive emotions to be ready to learn.  On the other hand, if we overwhelm them with too much information or difficult vocabulary at the very beginning, they could develop negative emotions such as being overwhelmed in the limbic system that could shut down their brain. Faculty Center for Professional Development R2Z