Student Learning
Contact
Bill Cerbin
Director and Professor of Psychology
184 Wing Technology Center
608.785.6881
Overview
A focus on student learning is infused throughout CATL’s teaching improvement activities. CATL provides opportunities to learn more about student learning through workshops, lesson studies, a Faculty Seminar on Investigating Students Understanding, a student learning blog, participation in CATL-initiated studies of student learning, and classroom research consultation.
Goals
The broad aim of CATL is to support instructors to improve their teaching and student learning. By understanding how students learn, instructors can make more informed decisions about how to improve student performance.
Teaching & Learning Activities
Student Learning Workshops. These workshops will focus on understanding how students learn and the implications for instruction. See the CATL Calendar for descriptions and registration information.
Faculty Seminar on Investigating Student Understanding. In 2010-2011 CATL will offer a faculty seminar in which instructors closely examine student understanding in their classes. Participants will plan and carry out a small scale study to investigate problems of understanding in their classes.
Lesson Study Project. In a lesson study several instructors jointly design, teach, observe, analyze and refine a single class lesson. The purpose is to examine how students learn from instruction in the context of a single lesson. The College Lesson Study Project trains and supports instructors to use lesson study practices.
Classroom Research Consultation: Consultation is available for instructors who would like feedback or assistance in any phase of classroom research--planning, data collection, analysis, and publication.
Resources
Classroom Inquiry: An online tutorial How to get started doing classroom inquiry that focuses on student learning.
Leadership Site for the Scholarship of Teaching & Learning SoTL information and resources in the UW System
Contact
Bill Cerbin, wcerbin@uwlax.edu,
785.6881