As instructors, we owe it to students to make classrooms as engaging as possible. There is a new, and welcome, attention being given to doing more to maintain student interest, to engage students in new and different ways, and to ultimately retain and graduate more students, especially those who are at-risk and may already feel disengaged from the college experience.
Join us for this online training and hear from Joni Dunlap, Faculty Fellow for Teaching, who has seen growing success from encouraging faculty to incorporate elements that diverge from traditional lecturing into their classrooms. During this webcast, you will engage in a variety of activities and discussions to give you ideas for providing multiple avenues for learning with students.
Who should attend?
This webcast will be helpful for those who train faculty on effective instructional strategies, such as Centers for Teaching and Learning. It will also be helpful for faculty who are looking to add more creative and engaging components to their current instructional practices.
Agenda
Introductory Activity: Connecting with the creative side of your brain
This activity will set the stage by helping you to see how creative instruction is tied to a growth mindset.
Reflection Activity: How creative teaching is tied to student choice and autonomy
This session will help you to think about providing multiple access points for your students’ learning more effectively in your classroom. Different learners find different activities and modes of learning easier than others. By providing more than one way to learn material, you are giving them a better chance of success in your classroom.
Connect Activity: Weaving creative learning strategies into traditional instruction
This session will help you evaluate your current teaching methods and consider ways to incorporate more choice and creativity in your classroom. We will explore ways we can be more creative:
First day/week of class, setting the stage
During lectures (e.g., tag team lecturing)
During discussions (e.g., protocols for divergent student voices)
Throughout course (e.g., photo challenges, song challenges, and readings/viewings)
During formative and summative assessments (e.g., co-constructing exams, stories/digital stories (Adobe Spark), podcasts, and photojournalism)
