Cognate in College Teaching
I have completed "Cognate in College Teaching"
I have completed "Cognate in College Teaching"
A thirteen-credit graduate program offered by the Center for Excellence and Innovation in Teaching and Learning (CEITL), University of New Hampshire, to enhance the effectiveness of college teaching.
A thirteen-credit graduate program offered by the Center for Excellence and Innovation in Teaching and Learning (CEITL), University of New Hampshire, to enhance the effectiveness of college teaching.
Core and elective courses taken:
Core and elective courses taken:
- Issues in College Teaching
- Teaching with Writing
- Cognition, Teaching, and Learning
- Classroom Research and Assessment Methods
- Teaching Economics
After completing the Cognate in College Teaching offered by the University of New Hampshire, I feel even more confident in my abilities as an instructor. I have gained a lot of new and extremely helpful insights from these courses on how to deal with some of the major obstacles in the teaching and learning process. Moreover, these courses served as a great platform to interact with other individuals in this profession. Sharing thoughts and ideas with them has been an enriching experience and contributed immensely towards my growth as an instructor.
After completing the Cognate in College Teaching offered by the University of New Hampshire, I feel even more confident in my abilities as an instructor. I have gained a lot of new and extremely helpful insights from these courses on how to deal with some of the major obstacles in the teaching and learning process. Moreover, these courses served as a great platform to interact with other individuals in this profession. Sharing thoughts and ideas with them has been an enriching experience and contributed immensely towards my growth as an instructor.
Find out more about the Cognate in college teaching by clicking the button below :
Find out more about the Cognate in college teaching by clicking the button below :
Below are highlights of some of the resources that have been instrumental in shaping my current and future teaching strategies-
Below are highlights of some of the resources that have been instrumental in shaping my current and future teaching strategies-
Active Learning within a class-room environment:
Active Learning within a class-room environment:
One of my main objectives as an instructor is to establish the relevance of each topic and help my students connect, at each step with the material taught. This course exposed me to some great resources such as Lynch (2016) which provides great suggestions for active learning techniques I can incorporate in my teaching. Specific suggestions from this reading that has contributed in shaping my teaching ideas are- pushing students to generate connections, questions, and solutions based on the topic taught, helping students integrate new information into their territory of pre-existing knowledge and repeated and spaced retrieval of learned information to promote long term retention.
One of my main objectives as an instructor is to establish the relevance of each topic and help my students connect, at each step with the material taught. This course exposed me to some great resources such as Lynch (2016) which provides great suggestions for active learning techniques I can incorporate in my teaching. Specific suggestions from this reading that has contributed in shaping my teaching ideas are- pushing students to generate connections, questions, and solutions based on the topic taught, helping students integrate new information into their territory of pre-existing knowledge and repeated and spaced retrieval of learned information to promote long term retention.
Ability to detect and address the obstacles that may arise in the process of teaching and learning:
Ability to detect and address the obstacles that may arise in the process of teaching and learning:
Issues related to prior knowledge: I have gained great insights regarding the advantages and drawbacks associated with pre-existing knowledge from this course. One of the resources, Ambrose & Lovett (2014) provides an excellent description of the influence of prior knowledge in students learning and performance. This reading has been very helpful in terms of understanding how one defines prior knowledge, the different types of prior knowledge with which students may come to a course, including specific strategies instructors may use to address prior knowledge that is particularly harmful. In relation to this reading I would also like to mention another reading, McGonigal (2005). I think the author comes up with some terrific examples of how to introduce transformative learning (e.g. critical reflection, critical discourse) within a course in order to deal with student misconceptions that arise from pre-existing knowledge.
Issues related to prior knowledge: I have gained great insights regarding the advantages and drawbacks associated with pre-existing knowledge from this course. One of the resources, Ambrose & Lovett (2014) provides an excellent description of the influence of prior knowledge in students learning and performance. This reading has been very helpful in terms of understanding how one defines prior knowledge, the different types of prior knowledge with which students may come to a course, including specific strategies instructors may use to address prior knowledge that is particularly harmful. In relation to this reading I would also like to mention another reading, McGonigal (2005). I think the author comes up with some terrific examples of how to introduce transformative learning (e.g. critical reflection, critical discourse) within a course in order to deal with student misconceptions that arise from pre-existing knowledge.
Challenges associated with mastering the course material: Here I would mention specifically about the videos on classroom assessment technique by Shawn Longstreet that we were exposed to. I think formative evaluation in the form of techniques such as a “background knowledge probe” and the “muddiest point” are extremely useful from several aspects- in providing students an initial glimpse of the material they will be exposed to, gaining an initial understanding of where the class stands as a whole and helping student connect well with the course material.
Challenges associated with mastering the course material: Here I would mention specifically about the videos on classroom assessment technique by Shawn Longstreet that we were exposed to. I think formative evaluation in the form of techniques such as a “background knowledge probe” and the “muddiest point” are extremely useful from several aspects- in providing students an initial glimpse of the material they will be exposed to, gaining an initial understanding of where the class stands as a whole and helping student connect well with the course material.
Useful techniques that help create significant learning experiences:
Useful techniques that help create significant learning experiences:
Through these courses I also gained experience on different types of cognitively based learning techniques. For example - resources on the benefits of using multimedia as a mode of instruction Mayer (2014) have been a very helpful in shaping my future ideas for learning activities. I definitely plan on using this platform more extensively as means of facilitating meaningful learning among students. I also gained some extremely useful insights from Swoboda (2014) on how one can use evidence-based principles of learning to class-room instruction. This reading also provides a glimpse into understanding cognitive research and how to use such knowledge in implementing teaching strategies foster deep vs surfaced learning.
Through these courses I also gained experience on different types of cognitively based learning techniques. For example - resources on the benefits of using multimedia as a mode of instruction Mayer (2014) have been a very helpful in shaping my future ideas for learning activities. I definitely plan on using this platform more extensively as means of facilitating meaningful learning among students. I also gained some extremely useful insights from Swoboda (2014) on how one can use evidence-based principles of learning to class-room instruction. This reading also provides a glimpse into understanding cognitive research and how to use such knowledge in implementing teaching strategies foster deep vs surfaced learning.
References:
References:
- What does research say about active learning? Jay Lynch, PhD, Course Design, Development, and Academic Research, Pearson, October 25, 2016 in Higher Education.
- Prior Knowledge is More than Content: Skills and Beliefs also impacting learning. Susan A. Ambrose & Marsha C. Lovett 2014.
- Teaching for Transformation: From Learning Theory to Teaching Strategies. Kelly McGonigal, Ph. D., The Center For Teaching and Learning, Stanford University, Spring 2005, Volume 14 (2)
- Classroom Assessment Techniques by Shaun Longstreet, PhD, University of California Irvine, Teaching and Learning Technology Center.
- Research-Based Principles for Designing Multimedia Instruction. Richard E. Mayer 2014.
- Applying Evidence-Based Principles of Learning to Teaching Practice: The Bridging the Gap Seminar. Debra Swoboda 2014.
- Using Feedback to Promote Learning. John A.C. Hattie and Gregory C.R. Yates 2014.