Friday, 25 Jan 2019
Award-Winning Faculty Series: Solutions for Disparate Disciplines: Using researched-based changes to improve learning in your classroom (Tom Holme)
What measurements are "doable" for understanding how students in your classroom are learning? When you obtain concrete, actionable information, what practical changes can you make to effect learning? How are these methods scalable for large classrooms, student readiness for the next course in the sequence, and adapted to different fields of study?
Do your students struggle to demonstrate their critical thinking skills? Instructor Rachindra Mawalagedara, Geological and Atmospheric Sciences, guides students in a sophomore-level large-lecture class to create and test scientific hypothesis. Physics is an important part of what drives weather--abstract and complicated concepts that intimidate new learners.