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How We Learn:

Research-Based Learning Models for Improving College Courses




Stage 1: Using Research-Based Models to Improve Teaching and Learning
(Mar. 30, 2012)












F A C U L T Y
&
S T U D E N T S

Stage 2: Models, cont.
(mid-Apr. 2012)





Stage 3: Implementation Research
(Summer/Fall
2012)







Stage 4: Implementation
(Fall/Spring 2012-2013)


Implementing Changes in Teaching and Learning
Learning groups will focus on research in the fall and implementing practices in the spring.
Regular online and print communications among faculty and students.



Stage 5: Reporting Out
Publicizing Examples of Changes in Teaching and Learning
(Spring/Fall 2013)

Next Stages. . . .


Research-Based Models for Learning
Panelists--
Applications

Panelists--
Applications
Questions and Interactions
Cognitive Science
Model:
Expansion and
Application

Sociocultural
Models:
Expansion and
Application


Applied
Learning
Group
Applied
Learning
Group

Applied
Learning
Group

Applied
Learning
Group

Applied
Learning
Group

Applied
Learning
Group


How We Learn Project
Principles and Assumptions:

1. Effective teaching practices. All parts of this project will model a variety of best practices
that grow out of well-established learning models.

2. Collaboration. We will work to include as many people as possible (especially those already
working on improving teaching and learning).

3. Concrete results. From the beginning, faculty will understand that the work and resources for
this project are intended to produce concrete, practical results in teaching and learning.

4. Student involvement. Students will be involved in all stages. Students will help to publicize
and participate in the initial event, and they will be invited to participate in the public and
small group discussions at all stages. In Stages 3 and 4, faculty in applied learning groups
could, for example, work with students to test ideas about possible classroom changes and
could invite students to participate in the online and print exchange of ideas.

5. Flexible and recursive structure. We need to be able to revisit plans, make adjustments, and
revise deadlines for completion. At the same time, individuals who receive financial support
for participation (e.g., for being in applied learning groups) will be required to implement and
report on classroom innovations.