|CATL Winter Session Workshops|
Each workshop consists of two segments:
Part 1: a 45-minute session involving background material and discussion of the topic
Part 2: a 90-minute working session in which participants plan and develop course materials
You may attend one or both parts of a workshop in the morning and afternoon. To register, go to the online registration form at https://uwlacrosse.qualtrics.com/SE/?SID=SV_3VgYsJHnNKeOM3X.
|Workshop Title||9:00-9:45 am||10-11:30 am||1:00-1:45 pm||2:00-3:30 pm||Room #|
|Designing Authentic Assignments||Part 1||Part 2||Part 1||Part 2||3212|
|Promoting Group Learning||Part 1||Part 2||Part 1||Part 2||3214|
|Engaging Students in Large Classes||Part 1||Part 2||Part 1||Part 2||n/a|
|Quick & Useful Class Assessment Tools||Part 1||Part 2||Part 1||Part 2||3213|
We want students to be able to
solve problems and think analytically, carefully,
classroom. Yet we know that students’ ability to use knowledge in new situations is limited. Authentic tasks
can be a bridge between school learning and real-life applications. They engage students in using knowledge
in “real-world” contexts, with genuine purposes, and audiences.
Part 1: This session explores the characteristics of authentic tasks and assignments. We will describe and show
examples of authentic assignments and then present guidelines for how to create and grade assignments
that give students more practice, feedback and guidance in using what they learn in the classroom to address
messy, complex, real-life problems.
Part 2: Participants will design a new or redesign an existing assignment and a grading rubric for their own
classes. Participants should bring a laptop or have access to course materials. During the session you will
design or redesign an authentic assignment and a grading rubric. We will discuss specific assignment examples
and provide feedback and recommendations for classroom use. Groups of participants will provide feedback.
Additional examples of good designs will be provided.
Promoting Group Learning Deb Hoskins, Inclusive Excellence Coordinator
3214 Centennial Hall
Studies indicate that
collaborative learning is a “high-impact practice,” especially
for students from
underrepresented groups when those experiences meet certain
standards. But not all group learning
experiences are well designed or effective. And, many students
dislike and balk at doing group work.
Part 1: This session will help you understand what makes group assignments effective, explore ways to address some students’ dislike or misuse of such activities, and offer some general design ideas for organizing group work.
Part 2: Participants will design or redesign a group assignment using ideas from the earlier session. Please bring a laptop or have access to your course materials. Groups of participants will provide feedback. Additional examples of good designs will be provided.
Quick and Useful Classroom Assessment Tools Patrick Barlow, Assessment Coordinator
3213 Centennial Hall
The idea of conducting
assessment of student learning is often thought of as a complex
process requiring much effort
with little immediate impact on the classroom. But assessment can be used to collect feedback to improve learning.
Part 1: This session will focus on short,
ungraded tasks that can be used in the classroom setting that
help funnel information back to the instructors quickly to be
used for gauging student learning and helping identify things to
address in the next class session.
Part 2: This session will follow on the ideas of using short, ungraded processes to secure information to understand what students are learning in a course by having participants consider one or two of their most pressing questions about student learning and then create a couple strategies to help address those questions. As time allows, participants will share these with the group and get some initial reactions from the other attendees with a goal of implementing them in their courses.