1. Serving 58 Community Colleges
Faculty Pathways to Learning & Success CTE Leadership Institute February 12-14, Hawthorne Conference Center
Serving 58 Community Colleges

2. Welcome back! Today we will work together to understand
10/9/2019
Welcome back!
Today we will work together to understand
Cooperative Learning in practice
Implications of Multiple Intelligences theory
Culturally Responsive Teaching competencies
How people learn and teaching for understanding

3. Basic Elements of Cooperative Learning
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Basic Elements of Cooperative Learning
Positive interdependence
Face-to-face interaction
Individual accountability
Interpersonal skills
Group processing

4. 10/9/2019
An educator’s role is to guide discovery and to be one with the students in a community of seekers.
Paolo Friere

5. Most Common CL Group Compositions
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Most Common CL Group Compositions
Heterogeneous
Random
Interest
Homogeneous language

6. CL Roles and Responsibilities
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CL Roles and Responsibilities
Read the roles and responsibilities of group members in the last section of your notebook.

7. Cooperative Learning in your teaching practice
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Cooperative Learning in your teaching practice
Start small—and add as you go
Involve other faculty—
work collaboratively
Keep reading, thinking, and
refining learning in your discipline

8. Formal Group Activity: Group Reading Assignment
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Formal Group Activity: Group Reading Assignment
Notebook: Section 2:
“Become a Better Teacher” Article
Individually read article and
identify main points.
[10 minutes]
When directed, discuss with your base group and prepare for a test.
[20 minutes]

9. Let’s test your knowledge!?
According to Dee Fink’s article. . .
What are the 4 fundamental tasks of teaching?
What are 3 strategies for getting better as a teacher?
List 3 course design decisions of the “best college teachers.”
[5 minutes]

10. Group Grade + Individual Grade?
Write your grade on your paper.
Compare grades with your group.
If everyone made at least 80, give yourself 5 additional points.

11. Consider these questions with your group:
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Consider these questions with your group:
Evaluation of
Group Activity
What is one thing that your group did well together?
What is one way you can improve next time?

12. Steps to implementation
Think-Pair-Share #5
How would you use
(or how are you using) Cooperative Learning
in a course you teach?
Think of ideas and jot notes.
[5 minutes]
When directed, discuss with your 2:00 appointment. [10 minutes]

13. greater student success,
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Cooperative Learning results in
greater student success,
retention,
satisfaction, and
LEARNING.

14. Questions and discussion
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Questions and discussion

15. 15-minute break

16. Multiple Intelligences & learning
As you watch the film, consider Gardner’s views about the following:
What is the real test of learning?
How can instructors teach for better learning?
How should education change?

17. Multiple Intelligences Theory
Howard Gardner
Harvard University
Psychologist and researcher
Project Zero =
Ways that people perceive, learn, understand, communicate, and create
Gardner’s talk
Bob—We’ll ask folks to introduce themselves with the following slide.

18. Multiple Intelligences Theory
Verbal/Linguistic
Logical/Mathematical
Musical/Rhythmic
Visual/Spatial
Body/Kinesthetic
Interpersonal
Intrapersonal
Naturalistic
Bob—We’ll ask folks to introduce themselves with the following slide.  

19. MI Theory: Major Points
A pluralistic view of mind
Recognizes different and discrete ways of thinking and understanding
All eight intelligences equally important
NOT a theory of giftedness

20. Criteria for Determining an Intelligence
A core set of operations and capacities
A developmental history and a definable set of expert performances
Existence of unique symbol systems to communicate content
Subject to loss by brain injury or illness
Culturally-valued end product

21. Criteria for Determining an Intelligence
Evolutionary history
Validation from experimental psychology
Validation from psychometrics
Existence of prodigies and other exceptional individuals

22. Universal Design for Learning
Framework for course decisions so all students can learn
What, why, and how of course design and classroom practice

23. UDL: Providing multiple options
Representation of content and concepts
What means/strategies to convey information
Expression of knowledge and skills
How students demonstrate their learning
Motivation and engagement of students
Why students get and stay interested

24. Metacognition Handout
Lunch & activity
Metacognition Handout
Using the questions as a guide, think and share with others at your table.

25. 10/9/2019
A teacher affects eternity. He [or she] can never tell where his [or her] influence stops. Henry Adams

26. I don’t know why I hate college.”
Students speak:
“I love learning.
I don’t know why I hate college.”

27. Faculty speak [paraphrased]
“I love learning about my work, but I hate professional development.”

28. “A degree is just a piece of paper I have to get for the job I want.”
Students speak:
“A degree is just a piece of paper I have to get for the job I want.”

29. Faculty speak [paraphrased]
“Professional development is just something I have to do for faculty evaluation.”

30. 10/9/2019
I strive never to forget the real world consequences of my decisions on individuals, businesses and government. Sonia Sotomayor Supreme Court Justice

31. Time for appointments When directed, make appointments with two
new people :
3:00
4:00

32. 15-minute break

33. 10/9/2019
Day Two Assessment
Please complete the assessment and leave it in the “Talk Back Box.”
Thank you for engagement and ideas today!