How effective are your active learning strategies?
Active Learning That Works: What Students Think
From the teacher’s point of view, active learning should be a powerful instructional tool, but what do the students really think about it? Are they actually learning what you intend when you use these teaching strategies in the college classroom?
When an active learning activity works as intended, it’s invigorating, exciting and engaging. Your students develop greater self-confidence and take more personal responsibility for achieving their educational goals.
When it doesn’t? Well, we’ve all been there. Instructions are unclear, the activity falls apart, everyone becomes frustrated, and nothing is learned.
Murphy’s Law is always operating in a college classroom, so before you implement your next active learning exercise in class, take time to listen to what works—and what doesn’t—from the students’ point of view!
View a brief clip from the seminar:
Get proven strategies with Active Learning That Works: What Students Think, a video seminar featuring Ken Alford, PhD, an associate professor at Brigham Young University. This is a unique opportunity to learn why some active learning strategies succeed, and why others fail, from the perspective of actual college students.
Using a combination of video interviews and lecture, this seminar explains how to:
- Avoid learning activities that just don’t work
- Recognize new learning possibilities
- Conduct a “dry run” of possible learning activities
- Get the kinks out of a new activity before trying it “live”
- Preview, implement, and process active learning
- Mine students for their own innovative learning ideas
After the seminar, you will know how to quickly prepare and deploy effective in-class learning activities any time throughout the semester/term. You will also discover how to prepare students for upcoming learning activities and how to collect helpful and informative feedback afterwards.
Who will benefit:
Active Learning That Works: What Students Think is just the thing for instructional faculty who want to freshen up their teaching repertoire with new ideas while eliminating ineffective teaching strategies. It is intended for:
- Instructors, adjuncts, and online faculty
- Tenure line professors
- Academic administrators
- Faculty trainers.
When you order the recording of this seminar on CD, you’ll also receive the complete transcript.
An optional Campus Access License is available for an additional $200. It allows the purchasing institution to upload the CD of the seminar onto the institution’s password-protected internal website for unlimited access by the entire campus community.
All seminars include a discussion guide for facilitators
Participating in a Magna Online Seminar as a team can help leverage unique insights, foster collaboration, and build momentum for change. Each seminar includes a Discussion Guide for Facilitators which provides step-by-step instructions for generating productive discussions and thoughtful reflection. You’ll also get guidelines for continuing the conversation after the event, implementing the strategies discussed, and creating a feedback loop for sharing best practices and challenges.
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