One-day workshop - Ready to Learn: How to Get Your Students to Come to Class Prepared

Attend this One-day workshop. Five locations nationwide. 

Important Dates 

August 7, 2015  
Austin, TX Workshop
September 25, 2015
Long Beach, CA Workshop
October 9, 2015
Cambridge, MA Workshop
October 23, 2015
Atlanta, GA Workshop
October 30, 2015
Schaumburg, IL Workshop

When students come to class prepared, they become more engaged with the material and more excited to participate in class. They will be able to express and analyze their ideas through stimulating discussions. They will become active partners with the teacher and fellow students in deeper learning.

Leading a classroom where students come to class prepared involves distinctive teaching techniques, assignments, and rewards.
In this one-day workshop, you'll get essential guidance for making class time more interactive from the start. 

You'll learn how to:

• Devise class preparation assignments (CPAs) that inform and stimulate class discussion 
• Create incentives for students to think on their own
• Use a definitional grading system to ensure that students prepare for class
• Reinforce student preparation by covering the CPA questions in class
• Leverage student preparation by using active learning techniques 
• Handle the paper load efficiently

With a combination of more than 30 years of experience and 33 outstanding teaching awards, Drs. Gillette will round out your understanding and provide practical examples that you can draw upon in your own classes.

Learning Goals
A key purpose of Ready to Learn: How to Get Your Students to Come to Class Prepared is to show you how to develop higher-order reasoning in your students. You'll learn ways to guide students during class time to apply, analyze, and evaluate the course material for a deeper learning experience.

When you complete the workshop, you'll also be able to:

• Write class preparation assignment questions at the appropriate level of difficulty for your course
• Come up with a definitional grading system that assesses student preparation for class
• Design an interactive course that allows for multiple student voices and respects their intellectual abilities
• Create at least two in-class active learning strategies that use student preparation for class
• Reinforce student preparation behavior
• Use student preparation to increase students' critical thinking about the material

Register Now

Source: Magna Publications