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Workshop on Designing an Instructional Plan Incorporating Research-based Instructional Strategies

Prof. Jeffrey Froyd 1 FEB 20179 AM

Workshop on Designing an Instructional Plan Incorporating Research-based Instructional Strategies

 

Workshop Learning Outcomes: Participants will:

  • Apply research-based instructional strategies to classroom instructional settings.
  • Design an instructional plan incorporating research-based instructional strategies.

 

Topics

  • Think-pair-share.
  • Peer instruction.
  • Differentiated Overt Learning Activities framework.
  • Cooperative learning: positive interdependence, individual accountability, face-to-face interaction, social skills, group processing.
  • Problem-based learning, project-based learning, inquiry-based learning.
  • Student teams: forming, starting, facilitating, conflict, communication, decision making.

 

Background

   No specific knowledge or skills expected.

 

Description

   In selecting an instructional strategy to help students master a learning outcome, faculty members would benefit from knowledge of a wide range of possible instructional strategies. Participants in this workshop will be introduced to and see modeled multiple research-based instructional strategies. In addition, evidence that supports effectiveness of these instructional strategies will be presented. Finally, potential areas of resistance, including student resistance, will be addressed. By the end of the workshop, participants should have a wider range of instructional strategies to consider as they plan and design their courses.

   Students learning in teams is one of the most effective categories of instructional approaches. In the Differentiated Overt Learning Activities (DOLA) framework, there are four categories: passive, active, constructive, and interactive. Of the four, research suggests that interactive learning activities may be most effective and learning in teams is a subset of the interactive category of learning activities. However, creating and maintaining effective team learning environments is challenging for students and for faculty members. However, faculty members may not be familiar with factors that build effective team learning environments. Workshop participants will learn some of the most important factors for building effective team learning environments and how these factors can be incorporated into team assignments and projects. These factors include: individual accountability, positive interdependence, face-to-face interaction, social skills and group processing. In addition, faculty members often have questions about working with student teams. Some of the most common questions are the following:

  • How do I form student teams?
  • How do I facilitate dysfunctional teams?
  • How do I get student teams off to a good start?
  • How do I monitor progress of student teams?
  • How do I give individual grades for team assignments?

  Workshop participants will learn to address these and other questions using the research on learning and team dynamics.

 

Time: 8 hours                      

 

 



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