1. TEACHING NAKED (BOWEN, 2012) Rebecca M. Ghabour, Ph.D. Spring Faculty Development Day Workshop

2. SUCCESSFUL LEARNING (BROWN, ROEDIGER, & MCDANIEL, 2014)  Concrete and personal.  Knowledge is necessary, but not sufficient.  Retrieval, self-testing, low stakes testing.  Elaboration, examples.  Abstraction, summary, change in thinking.  Failure = opportunities for learning.  Interleaving, spaced out practice.

3. TEACHING NAKED CYCLE (BOWEN, 2012)  Personal entry point (email to prepare, Bb announcement, discussion opener).  Content for first exposure (read/watch/do/discuss).  Exam to evaluate (retrieval; linked to Bloom’s taxonomy; requires thinking).  Writing to reflect (elaborate, contextualize).  Class to challenge (failure, complicate).  Cognitive Wrappers to self-regulate (abstract).  eCommunication to reinforce (make connections, space out learning).

4. PERSONAL ENTRY POINT  How many people like to cook? To travel? To listen or play music?  How has technology changed the way to cook, travel, or listen to music over the last 10, 20, or 30 years?

5. CONTENT FOR FIRST EXPOSURE  What technology do students have available to them today to help them learn/find information?  Why should students attend your class when they can learn via MOOCS, google, YouTube, etc?

6. EXAM TO EVALUATE  The following are all true statements. Which are the best reasons for students to attend classes?  A. There are opportunities for students to apply their knowledge.  B. An expert is there to provide them with information.  C. They can learn how to work well with others.  D. They can learn how to think critically.

7. WRITING TO REFLECT  Develop an instructional plan for a class that engages students in learning X.  What are the learning goals/outcomes?  What will you ask student to do to prepare for class?  What will students do in class?  How will you assess student learning?  How will you end class?

8. CLASS TO CHALLENGE  OK…now you only have an hour for class.  OK…now you only have 2 students.  OK…now it snowed and class is cancelled.  OK…all your students on non-majors.

9. COGNITIVE WRAPPERS TO SELF-­‐REGULATE  Reflect: How much thinking/discussing/participating did you do in this workshop?  Compare: How much did you learn in this workshop compared to previous ones? How does what you did (thinking/discussing/participating) in this workshop compare to what you did in other workshops?  Adjust: What will you do the same or differently next time?

10. ECOMMUNICATION TO REINFORCE  Follow up email to reinforce learning.

11. REFERENCES  Bowen, J. (2012). Teaching naked: How moving technology out of your classroom will improve student learning. San Francisco, CA: Jossey-Bass.  Brown, P.C., Roediger, H.L., & McDaniel, M.A. (2014). Make it stick: The science of successful learning. Cambridge, MA: Belknap Press.