The role of teaching competencies is well established in K-12 education. Based on this best practice, KCELT has designed learning progressions for several of the Kirkwood factual competencies to help faculty to: 1) self assess their current knowledge and skills, and 2) identify areas for growth.
Integrate instructional strategies that encourage students’ development of critical thinking, problem solving and performance skills.
Engage with students to Gather-Sort-Shrink-Wrap course material
When we try to design learning experiences, it is fundamental to know what techniques can be used by teachers and students. This document provides an overview on how these strategies can be classified, as well as some examples.
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One of the fundamental principles for designing significant learning experiences is to engage students in the process. Engaging students means to make them active participants in the learning experience so they have the opportunity not only to make sense of the content, but also to apply it in new contexts. When using Active Learning Strategies, […]
Our Menu of Learning is extensive and presents a good window into what we offer for our faculty and staff. We listen to people from many departments across our region and across our programs to provide sessions that teach skills and aid in diving deeper into teaching. When we cover how to create discussions and […]
As we speed past midterms for Fall semester 2017, I thought I would share a reflection regarding how I’m applying the Mater Teacher Program (MTP) competency-based professional development model of KNOW, DO, SHARE to my own teaching. KNOW: At the beginning of the semester, I asked myself: How can I increase student engagement in my […]
Sara Kepros is an assistant professor and a reading specialist in the English Department at Kirkwood. She is also a Professional Development Fellow for KCELT (Kirkwood Center for Excellence in Learning and Teaching). Students in her class practice effective reading for the college level, they learn strategies and tools for increasing their reading comprehension. They […]
Earlier this year, SAGE publications released a white paper titled Great Expectations: Students and Video in Higher Education. The paper discusses why they watch videos for class and how they search for and access videos for learning. One major yet unsurprising finding is that most students (71.2%) go to YouTube to search for videos needed […]
This is the 2012-13 Mentor-Mentee Project developed by Darek Benesh, assistant professor of English. Instruction and Goals Tom Ernster and I are both interested in the concept of visual rhetoric, and we both include visual rhetoric units in our classes. Tom has a unit in his Comp I classes in which students design a visual […]
The following was part of Professor Richard L. Underwood’s presentation to the 2012 Central States Communication Association Annual Convention. You walk into a classroom and stand before a group of people who have given a portion of their day to be “educated”. You notice that many of them are texting last minute messages before they […]
Follow the lessons and classroom activities of Kirkwood Faculty/Coordinator Jack Terndrup’s “Exploring Teaching” classes from the Fall of 2011. Each class has been edited for key curriculum and classroom interaction highlights. Volume 1: Provenzo – Teacher Dispositions, Lemov Chapter 1 – Teaching Techniques Volume 2: Favorite Teachers, Lemov Chapter 1 – Teaching Techniques, Lemov Chapter […]
In 2011, Dawn Forrester Price visited KCELT to present on how role plays can facilitate the learning process.
In 2011, Natalia Cherjovsky discussed the social importance of group exercises for the growth of learners, as well as, an array of activities and techniques to organize a group-oriented exercise for your curriculum. She blogs at http://nataliacherjovsky.blogspot.com/ and you can follow her on Twitter @NatCherjovsky.