At the conclusion of the workshop, the participants will be able to

  • contrast deductive and inductive teaching, list and describe different inductive methods, summarize the benefits of inductive teaching, and deliver effective inductive instruction.
  • define ConcepTests and concept inventories, explain how they can be used both to assess and promote conceptual understanding, and locate them for specific subjects.
  • define cooperative learning, distinguish it from other group-based instructional methods, list a variety of cooperative learning structures (formats), and summarize its research-proven benefits. 
  • list recommended methods for forming cooperative learning teams, promoting positive interdependence within them, holding individual students accountable for all of the work done by their team, and assessing how well they are functioning as team members.
  • describe ways in which instructors can help students develop high-performance teamwork skills and learn to manage conflicts within teams, and ways they can minimize student resistance to group work and deal effectively with it when it occurs.
  • define problem-based learning, distinguish it from inquiry-based learning and project-based learning and summarize what research has shown regarding its impact on various cognitive and affective learning outcomes.
  • list the characteristics of a good PBL problem, create one, and develop an instruction and assessment plan for a PBL implementation in a course they teach.
  • describe the forms student resistance to PBL might take, the reasons it occurs, and methods to minimize it and deal with it effectively when it occurs.