In ETM, our goal is to help faculty enhance their teaching through the use of technology. There is no need to introduce technology tools into the classroom just for novelty’s sake. Therefore, at the heart of effective educational technology is effective pedagogy. The resources below are listed with the intent of helping faculty teach to the best of their ability, no matter the extent to which technology is used in the classroom.
In an active learning classroom, the professor moves from a teacher-centric sage-on-stage approach to a learner-centric facilitative model of instruction.“In short, active learning requires students to do meaningful learning activities and think about what they are doing. While this definition could include traditional activities such as homework, in practice active learning refers to activities that are introduced into the classroom… Active learning is often contrasted to the traditional lecture where students passively receive information from the instructor.”
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education-Washington, 93(3), 223–231.
Seattle Pacific University currently has a handful of Active Learning Classrooms (ALCs): Cremona 101, Cremona 102, Otto Miller Hall 119, and Peterson 302. However, more spaces are in the process of being transformed into ALCs.
Read more about best practices in active learning.
Traditionally, professors have devoted a large portion of class time to lecture and asked students to work on assigned problems and homework outside those sessions. In this teacher-centric model, students do not have immediate access to the professor when they need assistance with coursework. As a result, professors are beginning to “flip” the classroom by asking students to watch recorded lectures prior to class and come prepared to discuss and work on applying their learning during class sessions. Learn how to flip your classroom
Formative Assessment differs from summative in that its primary objective is to inform instruction, rather than to assign a student’s final grade. Assessment that is formative helps the faculty member to change instruction in order to meet student needs, and it provides students with useful feedback so that they can continue towards the goal of mastery in a particular field. Learn more about incorporating formative assessment into your classroom from the Carnegie Mellon Eberly Center for Teaching Excellence and Educational Innovation”. Please hyperlink Carnegie Mellon http://www.cmu.edu/teaching/assessment/basics/formative-summative.html
Students should have designated roles within a group for it to be successful. Group projects should be designed so that they cannot be successfully completed without the meaningful contribution of each group member. To learn more, please refer to Dr. Diddams presentation (coming soon!) on effectively facilitating group work.