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October 4 Teaching and Learning Newsletter

Oct 8, 2018, 09:57 AM

Create Your Own Online Course Workshop Begins October 29

CITL will be hosting the“Create Your Own Online Course” workshopon October 29, 30, & November 1 from 9:00 a.m. – 12:00 p.m. each day. This is open to faculty, staff, eLearning Professionals, and TAs who want to learn best practices for creating an online course. The workshop is free of charge. This is a particularly good opportunity for anyone interested in earningthe Certificate in Technology-Enhanced Teaching.PleaseRSVPfor the workshop by October 25.

Reimagining the Classroom Symposium

TheReimagining the Classroom Symposiumwas held on September 28. Close to 200 faculty, students, and staff attended the biennial event that focuses on important changes taking place in higher education. Particular attention was given to teaching and learning in newer classrooms on this campus. Watch student and facultyvideo vignetteslikeStudent Voices, Improving Learning Outcomes, andTransformative Teaching in IFLEXto learn more, or visit theSymposium websitefor suggested readings.

CITL Events & Workshops

Want to see what workshops and events are coming later in the semester?Look at our full calendar for more information.

Tuesday, October 9
Grading Fairly and Efficiently with Rubrics
10:00 A.M. - 11:30 A.M., room 428,Armory
Speaker: Lucas Anderson (CITL)
Tuesday, October 9
Teaching with Confidence (Part II)
2:00 P.M. - 3:30 P.M., room 428,Armory
Speakers: Justin York; Katherine Jo; Lucas Anderson
Wednesday, October 10
Jr. Faculty Teaching Series#4: Critical Factors in Motivating Students to Learn
11:30 A.M. - 1:00 P.M., room 428,Armory
Speaker: Cheelan Bo-Linn (CITL)
Wednesday, October 17
Jr. Faculty Teaching Series#5: Creating Effective Team Projects and Student Teams
11:30 A.M. - 1:00 P.M., room 428,Armory
Speaker: Cheelan Bo-Linn (CITL)
CITL Technical Training
Technical training does not count for workshop hours towards theGraduate Teacher Certificateor theCertificate in Foundations of Teaching, but may count towards theCertificate in Technology-Enhanced Teaching.
Tuesday, October 16
Emerging Tech Hands-on:3D Printing/Design
10:00 A.M. - 11:00 A.M., TechHub, Armory Building Room 151A
Training Opportunities Across Campus
Want to see what training opportunitiesexistacross campus? Though most don't count for CITL certificate credit, they can help you develop important technical and professional skills.Look at the Illinois Staff Training Calendar for more information.Also check outthe Savvy Researcher Series,andGraduate College Events.
Wednesday, October 10
Faculty Job Search: Campus Interviews
4:00 P.M. - 5:00 P.M., room 161, Noyes Lab
Sponsor: Graduate College Career Development
Thursday, October 11
Poster Presentation and Design
2:00 P.M. - 3:00 P.M., room 314 Main Library
Sponsor: University Library - Scholarly Commons
Monday, October 15
An Introduction to Prezi
12:00 P.M. - 1:00 P.M., room 314, Main Library
Sponsor: University Library - Scholarly Commons
Teaching Tips

Three Ways to Ask Better Questions in the Classroom

I’ve been doing some presentations on classroom interaction and thinking yet again about how we could do better with our questions — the ones we ask in class or online. Good questions make students think, they encourage participation and I think they improve the caliber of the answers students give and the questions they ask. To achieve those worthwhile outcomes more regularly, I’d like to recommendthree actions that have the potential to improve our questioning: prepare questions, play with questions, and preserve good questions.

The Sound of Silence Can Be Deafening and the Questions You Ask Your Students Can Provoke It

A colleague recently told me that the students in his undergraduate class “didn’t want to talk.” I probed, “What kinds of questions have you asked your students?” He replied, “Well, the first question I asked this morning was ‘What is the main point of the article I assigned for the day?’” Nobody said anything. I pointed out that even I might be afraid to answer such a question. Such questions pose a severe challenge to the confidence of undergraduate students, because the instructor knows the answer and they don’t.When it comes to answering questions about “facts,” there are many ways to be wrong, but only one way to be right. When faced with this dilemma, students are understandably silent.I suggested that he come up with nonthreatening questions: questions that didn’t put a student’s self-confidence and reputation at risk.



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