1. 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

2. 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

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

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

6. 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):
Instructional changes made based on assessment of student learning
Formative vs. summative assessment
Faculty Center for Professional
Development
R2Z

7. 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???
Ruth Ahn at
Faculty Center for Professional
Development
R2Z

8. 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