Winter Warmer Series 2017

Coming in February & March

7 principles - 7 presenters - 7 faculties

How Learning Works by Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett and Marie K. NormanThis is part of a series of 7 sessions based on the book "How Learning Works - 7 Research-Based Principles for Smart Teaching" by Ambrose et al. Each session features one of the 7 principles. The 7 presenters come from 7 different Faculties, and each presenter is free to design the session as s/he wishes. 

All sessions will be held in the Milham Room of the Harriet Irving Library.

Visit the CETL Event Registration site to register. 

#1 How Does Students' Prior Knowledge Affect Their Learning?
Nicole O'Byrne, Faculty of Law
Tuesday, February 7th (2:30 - 3:30) 

Students come into our courses with knowledge, beliefs, and attitudes gained in other courses and through daily life. As students bring this knowledge to bear in our classrooms, it influences how they filter and interpret what they are learning. If students' prior knowledge is robust and accurate and activated at the appropriate time, it provides a strong foundation for building new knowledge. However, when knowledge is inert, insufficient for the task, activated inappropriately, or inaccurate, it can interfere with or impede new learning. 

#2 How Does the Way Students Organize Knowledge Affect Their Learning?
Ben Newling, Faculty of Science
Thursday, February 16th (1:00 - 2:00)

Students naturally make connections between pieces of knowledge. When those connections form knowledge structures that are accurately and meaningfully organized, students are better able to retrieve and apply their knowledge effectively and efficiently. In contrast, when knowledge is connected in inaccurate or random ways, students can fail to retrieve or apply it appropriately. 

#3 What Factors Motivate Students to Learn?
Fred Mason, Faculty of Kinesiology
Tuesday, February 21st (1:00 - 2:00)

As students enter college and gain greater autonomy over what, when, and how they study and learn, motivation plays a critical role in guiding the direction, intensity, persistence, and quality of learning behaviors in which they engage. When students find positive values in a learning goal or activity, expect to successfully achieve a desired learning outcome, and perceive support from their environment, they are likely to be strongly motivated to learn. 

#4 How Do Students Develop Mastery?
Kathy Wilson, Faculty of Nursing
Thursday, March 2nd (2:30 - 3:30)

Students must develop not only the component skills and knowledge necessary to perform complex tasks, they must also practice combining and integrating them to develop greater fluency and automaticity. Finally, students must learn when and how to apply the skills and knowledge they learn. As instructors, it is important that we develop conscious awareness of these elements of mastery so as to help our students learn more effectively.

#5 What Kinds of Practice & Feedback Enhance Learning?
Ted Needham, Faculty of Forestry & Environmental Management
Tuesday, March 14th (2:30 - 3:30)

Learning and performance are best fostered when students engage in practice that focuses on a specific goal or criterion, targets an appropriate level of challenge, and is of sufficient quantity and frequency to meet the performance criteria. Practice must be coupled with feedback that explicitly communicates about some aspect)s) of students' performance relative to the specific target criteria, provides information to help students progress in meeting those criteria, and is given at a time and frequency that allows it to be useful. 

#6 Why Do Student Development and Course Climate Matter for Student Learning?
Nadya Ladouceur, Renaissance College
Thursday, March 23rd (1:00 - 2:30)

Students are not only intellectual but also social and emotional beings, and they are still developing the full range of intellectual, social, and emotional skills. While we cannot control the developmental process, we can shape the intellectual, social, emotional, and physical aspects of the classroom climate in developmentally appropriate ways. In fact, many studies have shown that the climate we create has implications for our students. A negative climate may impede learning and performance, but a positive climate can energize students' learning. 

#7 How Do Students Become Self-Directed Learners?
Dawn MacIsaac, Faculty of Computer Science & Faculty of Engineering
Wednesday, March 29th (1:30 - 2:30)

Learners may engage in a variety of metacognitive processes to monitor and control their learning - assessing the task at hand, evaluating their own strengths and weaknesses, planning their approach, applying and monitoring various strategies, and reflecting on the degree to which their current approach is working. Unfortunately students tend not to engage in these processes naturally. When students develop the skills to engage these processes, they gain intellectual habits that not only improve their performance but also their effectiveness as learners.