Wednesday Workshop Registration
This year TASS is offering Wednesday Workshops on April 10, 2019 from 9 am to 11:45 am. These workshops will give participants a longer, more in depth learning option to close out the conference. Registration is limited to 12 participants per workshop.
Your School or Institution:
Your Choice: Wednesday Workshop (See full descriptions below)
Option 1 Engaging 21st Century Tech-Savvy Learners (Technology/Online Learning)
Option 2 Experimenting with Study Strategies: Putting Theory to Practice (Freshman Success/FYE)
Option 3 Teach Back: Student Centered Learning and Metacognitive Strategies (Bridging the Gap Between High School and College/Critical Thinking)
1.Engaging 21st Century Tech-Savvy Learners
THEME: Technology and Online Learning
DESCRIPTION: Today’s 21st century tech savvy learners can be actively engaged in learning via innovative teaching techniques. The presentation will introduce participants to a variety of active learning strategies and technology tools that promote engagement, collaboration, and critical thinking. Today’s millennial students tend to be predominantly visual and kinesthetic learners and they enjoy learning by doing, collaborating, and using technology. The presenters will model the use of innovative teaching strategies and technologies that promote collaboration, critical thinking, problem-solving, and engagement among students. By the end of the presentation, the participants will be able to: 1) identify at least 3 active learning experiences and 2) identify and use at least 3 technology tools that are engaging to today’s students. After exploring various active learning strategies and technology tools, the participants will design a plan of action for incorporating activities and technology tools that actively involve students in the classroom.
PRESENTERS: Dominique Charlotteaux and Isis Silva, Broward College
2. Experimenting with Study Strategies: Putting Theory to Practice
THEMES: Freshman Success/First Year Experience
DESCRIPTION: As learning center or FYE instructors, we often see students nod in agreement to our suggestions but never put into practice the needed strategies. The presenter will share a summative project for a study strategies course in which students design and conduct their own experiment to test their adoption of a specific study strategy. Using experimental design, intentional data gathering, and lab report formatting, students try on a specific strategy and test its efficacy for their particular needs. The results almost always surprise them and bring some fruitful metacognitive analysis. This project is applicable to a wide variety of classes for first-year and transitioning students where study strategies are addressed. This presentation will begin with a brief overview of the metacognitive and active learning approach advocated in the work of Dr. Saundra McGuire (2015) in Teach Students How to Learn, and some of the brain-based learning strategies discussed by Terry Doyle and Todd Zakrajsek (2013) in their book The New Science of Learning: How to Learn in Harmony with Your Brain. The objective for this session: participants will take away a practical project that they can use or perfect for their own purposes to help students who are struggling with implementing successful study and time management strategies.
PRESENTER: Susan Fletcher, Ohio University
3. Teach Back: Student Centered Learning and Metacognitive Strategies
THEMES: : Bridging the Gap Between High School and College/Critical Thinking
DESCRIPTION: To address learning and comprehension gaps, the Teach Back methodology reaches students far beyond classroom instruction and tutoring sessions. The presenter will share alternative approaches in processing information, demonstrating critical thinking, and accessing understanding. The presentation begins by discussing the learning deficiencies college students have during their first two years. For instance, many students expect to continue with their same methods of studying in their college classes and as a result are often overwhelmed and frustrated that they are no longer effective. Emphasis will be placed on the step by step processes for students and open communication so the conference attendees can apply them to their policy and procedures. Participants will be able to provide feedback during the session so that we can address in gray areas that they feel may or may not be barriers within their institutions. The presentation will provide data from Augusta University that will demonstrate the effectiveness of strategy and how it has been utilized with students coming to the success center. Conference attendees will conduct a Teach Back interactive session and they will have first-hand knowledge of the effectiveness of the strategies.
PRESENTER: Paula Owens, Augusta University
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