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Teaching for Learning: From Syllabus to Assessment
Fall 2001
about
overview
outline
syllabus and topics
materials
references and resources
registration
how to sign up
"A college's purpose is not to transfer knowledge but to create environments and epxeriences that bring students to discover and construct knowledge for themselves, to make students members of communities of learners that make disciveries and solve problems."
-- (Barr and Tagg, 1995, p. 13)
Instructors
Marybeth Mason
(480) 731-8295
(480) 731-8282 FAX
marybeth.mason@
cgcmail.maricopa.edu
Meeting Dates
3:30 p.m. to 6:30 p.m.
8/7, 8/21, 9/4, 9/18,
10/2, 10/16, and 10/30
Location
Rio Salado College Room 204
map
"Instructors can occasionally be wrong. If they are wrong too often, they should not be teaching. If they are never wrong they belong in heaven, not in a college classroom"
--
(McKeachie, 1999, p. 6)
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mcli : learnshops : Teaching for Learning
Teaching for Learning: From Syllabus to Assessment
(Pre-approved for 22 clock hours of faculty professional growth for non-academic advancement)
This 22-hour workshop was designed as a course to help teachers improve and enhance their students' learning. Many of us come to the community college well prepared as experts in our disciplines; however, many of us are not as well prepared in the theoretical foundations of good teaching or in the successful applications and best practices that ensure students will learn. Therefore, our goal is to provide opportunities for you to design and practice effective learning strategies based on sound educational theory.
Learning Objectives
Participants will be able to:
- Create an effective and comprehensive syllabus
- Identify clearly-written instructional objectives (competencies)
- Design interactive lessons that incorporate one or more strategies for active learning
- Design learning activities that promote critical thinking
- Describe the key elements of a well-designed cooperative learning activity
- Identify key conditions of successful classroom interactions
- Design learning environments that build and promote community
- Describe ways to incorporate experiential learning into a course
- Identify ways to incorporate learning technologies into a course
- Design lessons that integrate active learning strategies into electronic environments
- Design and implement engaging, performance-based assessments
- Develop effective strategies for collecting and interpreting student feedback
- Reflect on your own teaching philosophies and styles
- Create a portfolio
Developing Community
Over the course of these 22 hours, we will try to stimulate your thinking about teaching and learning by engaging you in a wide variety of reading, writing, and discussion activities, both individually and in groups, both in and outside of the classroom. We expect that you will also be trying new methods in your own classroom. As we work together to become better teachers, we hope to become a strong community of learners.
Our Teaching Values
We believe:
- students should be actively engaged learners, not simply passive note takers.
- students should spend more time learning out of class than in class
Homework and Time Commitment
In addition to the 22 hours you will spend in class, you will need to devote additional time out of class reading, writing, and preparing for each session.
Textbook and Required Materials
Please bring your textbooks and portfolio to each class.
Grading Policy
Don't worry; you will not receive grades and there will be no quizzes and tests. However, we will model various methods of assessing and evaluating learning and ask you to participate by keeping the portfolio we have given you.
Punctuality and Attendance
In order to receive Faculty Professional Growth non-academic advancement, you must be present for 22 hours of the course. Please be prompt so we can begin and end on time.
Tips for Success
Read thoughtfully Teaching Tips. Strategies, Research, and Theory for College and University Teachers and Motivation: Er... Will That Be on the Test? Be prepared to try out new practices with your students.
Respect for Diversity
Diversity is about difference, and we all come from diverse backgrounds, experiences, and preparations as teachers. We are committed to fostering respect for and celebrating our differences as teachers and learners.
Special Needs
If you have any special learning needs that require accommodation for success in this class, please let us know immediately so we can provide the necessary assistance.
 Teaching for Learning: From Syllabus to Assessment
The syllabus in printer friendly format
Acrobat (PDF) file: syllabus.pdf [430k]
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