Serving 58 Community Colleges Faculty Pathways to Learning & Success CTE Leadership Institute 2018 February 12-14, 2018 Hawthorne Conference Center Serving 58 Community Colleges

Welcome back! Today we will work together to understand 10/9/2019 Welcome back! Today we will work together to understand Cooperative Learning in practice Implications of Multiple Intelligences theory Culturally Responsive Teaching competencies How people learn and teaching for understanding

Basic Elements of Cooperative Learning 10/9/2019 Basic Elements of Cooperative Learning Positive interdependence Face-to-face interaction Individual accountability Interpersonal skills Group processing

10/9/2019 An educator’s role is to guide discovery and to be one with the students in a community of seekers. Paolo Friere

Most Common CL Group Compositions 10/9/2019 Most Common CL Group Compositions Heterogeneous Random Interest Homogeneous language

CL Roles and Responsibilities 10/9/2019 CL Roles and Responsibilities Read the roles and responsibilities of group members in the last section of your notebook.

Cooperative Learning in your teaching practice 10/9/2019 Cooperative Learning in your teaching practice Start small—and add as you go Involve other faculty— work collaboratively Keep reading, thinking, and refining learning in your discipline

Formal Group Activity: Group Reading Assignment 10/9/2019 Formal Group Activity: Group Reading Assignment Notebook: Section 2: “Become a Better Teacher” Article Individually read article and identify main points. [10 minutes] When directed, discuss with your base group and prepare for a test. [20 minutes]

Let’s test your knowledge! ? According to Dee Fink’s article. . . What are the 4 fundamental tasks of teaching? What are 3 strategies for getting better as a teacher? List 3 course design decisions of the “best college teachers.” [5 minutes]

Group Grade + Individual Grade ? Write your grade on your paper. Compare grades with your group. If everyone made at least 80, give yourself 5 additional points.

Consider these questions with your group: 10/9/2019 Consider these questions with your group: Evaluation of Group Activity What is one thing that your group did well together? What is one way you can improve next time?

Steps to implementation Think-Pair-Share #5 How would you use (or how are you using) Cooperative Learning in a course you teach? Think of ideas and jot notes. [5 minutes] When directed, discuss with your 2:00 appointment. [10 minutes]

greater student success, 10/9/2019 Cooperative Learning results in greater student success, retention, satisfaction, and LEARNING.

Questions and discussion 10/9/2019 Questions and discussion

15-minute break

Multiple Intelligences & learning As you watch the film, consider Gardner’s views about the following: What is the real test of learning? How can instructors teach for better learning? How should education change?

Multiple Intelligences Theory Howard Gardner Harvard University Psychologist and researcher Project Zero = Ways that people perceive, learn, understand, communicate, and create   https://youtu.be/l2QtSbP4FRg Gardner’s talk Bob—We’ll ask folks to introduce themselves with the following slide.

Multiple Intelligences Theory Verbal/Linguistic Logical/Mathematical Musical/Rhythmic Visual/Spatial Body/Kinesthetic Interpersonal Intrapersonal Naturalistic Bob—We’ll ask folks to introduce themselves with the following slide. https://youtu.be/s2EdujrM0vA  

MI Theory: Major Points A pluralistic view of mind Recognizes different and discrete ways of thinking and understanding All eight intelligences equally important NOT a theory of giftedness

Criteria for Determining an Intelligence A core set of operations and capacities A developmental history and a definable set of expert performances Existence of unique symbol systems to communicate content Subject to loss by brain injury or illness Culturally-valued end product

Criteria for Determining an Intelligence Evolutionary history Validation from experimental psychology Validation from psychometrics Existence of prodigies and other exceptional individuals

Universal Design for Learning Framework for course decisions so all students can learn What, why, and how of course design and classroom practice

UDL: Providing multiple options Representation of content and concepts What means/strategies to convey information Expression of knowledge and skills How students demonstrate their learning Motivation and engagement of students Why students get and stay interested

Metacognition Handout Lunch & activity Metacognition Handout Using the questions as a guide, think and share with others at your table.

10/9/2019 A teacher affects eternity. He [or she] can never tell where his [or her] influence stops. Henry Adams

I don’t know why I hate college.” Students speak: “I love learning. I don’t know why I hate college.”

Faculty speak [paraphrased] “I love learning about my work, but I hate professional development.”

“A degree is just a piece of paper I have to get for the job I want.” Students speak: “A degree is just a piece of paper I have to get for the job I want.”

Faculty speak [paraphrased] “Professional development is just something I have to do for faculty evaluation.”

10/9/2019 I strive never to forget the real world consequences of my decisions on individuals, businesses and government. Sonia Sotomayor Supreme Court Justice

Time for appointments When directed, make appointments with two new people : 3:00 4:00

15-minute break

10/9/2019 Day Two Assessment Please complete the assessment and leave it in the “Talk Back Box.” Thank you for engagement and ideas today!