Underlying Class Structure Principle 1 Supportive Learning Envt

Underlying Class Structure

Principle 1: Supportive Learning Envt. n Create an environment supportive of learning – High, clearly stated expectations • e. g. , Syllabus – Get to know students • e. g. , “unique thing about you” survey question – Multiple channels of communication • e. g. , after class office hours – Ask for feedback • e. g. , survey question about concerns

Principle 2: Learning community… Transform the class into a learning community …a group of people who learn from each other, who are willing to turn to one another with questions, who feel comfortable contributing their knowledge, and who do not fear knowledge sharing Why? - There is expertise already present in class - Learning to learn is an important goal - …

Off to a great start… Thoughts about course…

Principle 3: Variety Use varied learning & assessment activities – – – Technology assignments Written debriefings Synthesizing final portfolios Class discussions Student surveys After class office hours… Why? - Students have diverse learning styles Promoting flexibility of learned knowledge …

Students benefit in different ways (Results from Learning Portfolio…) Key: Values indicating number of students selecting the specific technology assignment as meeting the stated criteria

Principle 4: Linkages Relate topics to a broader knowledge context – – – Link to design Link to professional vocabulary Link to other TC classes Link to job opportunities Link Why? Promote applicability of knowledge gained - Learning to learn is a goal - … -