Concordia University

https://www.concordia.ca/content/shared/en/events/offices/vprgs/gradproskills/2019/11/Brent-Felder-workshop.html

Workshops & seminars

How to get Students Actively Engaged in Learning

Even if you have 200 of them in the class

Date and time
Date & time

November 18, 2019
10 a.m. – 12 p.m.

Where
Where

Room 620
Faubourg Building
1250 Guy
Sir George Williams Campus

Cost
Cost

Free (advance registration required)

Wheelchair accessible
Wheelchair accessible

Yes

Speaker(s)
Speaker(s)

Dr. Rebecca Brent & Dr. Richard M. Felder

Contact
Contact

Kristy Clarke

Dr. Richard Felder and Rebecca Brent (Concordia University Honorary Doctorates 2019)

Dr. Richard M. Felder, Hoechst Celanese Professor Emeritus, of Chemical Engineering, N.C. State University & Dr. Rebecca Brent, President, Education Designs, Inc., Chapel Hill, North Carolina (Concordia University Honorary Doctorates 2019)

Join our 2019 Concordia University honourary doctorates, Dr. Richard Felder and Dr. Rebecca Brent, to learn how they have helped a generation of STEM instructors teach more effectively.

Extensive research has shown that people learn best by doing things and reflecting on what they have done, not by watching and listening to someone else telling them what they are supposed to know. While a good lecture can instruct and motivate students, if lecturing is the only thing that happens in a class, much less learning takes place than would occur if more active teaching methods were mixed in.  This interactive workshop describes and illustrates how instructors can get their students fully engaged without losing control of the class, even if the class is large.

Learning Outcomes:  After participating in this workshop, you will be able to:

  • Define active learning and give examples of what it might look like in your discipline
  • Describe a variety of types and formats of learning activities and design some for a class you teach
  • Summarize the results of research on the effectiveness of active learning
  • Identify common mistakes that limit the effectiveness of active learning and strategies for avoiding them
  • Outline concerns about active learning sometimes raised by students and measures you can take to minimize or eliminate student resistance early in your course. 

 

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