On April 4, Augustana profs discuss teaching within and beyond the classroom
Posted on March 25, 2013 by Tia Lalani
The Festival of Teaching theme for 2013 is “Teaching Moves,” highlighting ways in which teaching practices and teachers continuously evolve.
The Festival of Teaching theme for 2013 is “Teaching Moves,” highlighting the action of teaching, and the various ways in which teaching practices and teachers continuously evolve, pushing traditional boundaries while always striving to motivate, inspire, and move students.
See the live stream at: http://www.augustana.ualberta.ca/liveevents/
Modes of Engaging Students Inside and Outside the Classroom
Thursday, April 4
12:30 pm – 2:00 pm
Dr. Roger Epp Room, 2-004, Augustana Forum Building
The session will feature the following speakers:
Fostering autonomous learners: I empower my students to become autonomous learners and to develop their voices throughout the learning process. I believe that it is crucial to offer students a wide variety of activities, assignments and critical approaches so that they can experience multiple ways of learning.
Kim Fordham Misfeldt
Outdoor experiential learning is my preferred setting for instruction as it is always full of surprises, demands attention sooner or later, provides great “oh my” opportunities far beyond classroom possibilities and reinforces many goals without having to do it yourself — provided you set the stage appropriately.
Dave “Doc” Larson
Knowing What You Don’t Know. Often students have the impression that what they hear or what they read makes sense. Equally often, students don’t know how to assess whether or not they understand material well enough to reproduce it on their own. In this presentation I will discuss techniques for helping students assess their learning in the classroom. The intention is to develop metacognitive skills that will enable students to be aware of their own mastery of material.
“Classroom” extends beyond the normal definition to include that of an artist’s studio. Challenging the traditional master-apprentice model still espoused by many of the world’s top music conservatories today, I guide piano students to take greater responsibility for their own learning on a daily basis. For example, students use digital video technology to analyze their own playing, employ yoga and meditation strategies to reduce performance anxiety, reflect on their practicing through the use of an online journal, and teach others while they themselves are being taught. These strategies are drawn from sport psychology, neuroscience research, and experiential learning theory.
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