To learn more about the Windsor-Oakland Teaching and Learning Conference, for this link to their cite.
Presentation Citations & Abstracts:
- Hearing More Than Crickets: How to Engage Students Using Active Learning Strategies
Co-Presented with: Laura Chittle and Sara Santarossa
Windsor-Oakland 2017
The importance of a learning-centred teaching environment has been well established within teaching and learning literature. Learningcentred teaching is an active process where students experience a process of change (Gehart, 2011) with the learner and the learning process as the focus rather than the specific content being presented (Davidovitch, 2013). Thereby, through the appropriate use of student-centred teaching and active learning strategies (Sparkes, 1999) an environment that fosters lifelong learning by engaging students’ cognitive, emotional, and physical being is created (Reynolds, 2005, 2006). Thus, it is important for instructors to have an array of resources to draw from in order to improve their pedagogical knowledge and abilities to develop and utilize active learning as it is a critical component of learning-centred teaching environments. The aim of this session is to discuss the importance of active learning and how it can be accomplished within a wide range of class sizes. This session will be interactive and participant-driven where we will introduce and explain various active learning tools (e.g., Mentimeter, Kahoot, Eatracker) through demonstration. Themes: Teaching Methods
- ACTION: Active Collaboration Through Innovative Opportunities in Novel Laboratory Experiences in Kinesiology
Co-Presented with: Adriana Duquette and Emilie Halle
Windsor-Oakland 2015
The ‘stand-alone’ nature of the Kinesiology Laboratory Experience courses provide unique learning opportunities, allowing students to engage in multiple roles as the participant, the technician, the data recorder, the consultant, and the researcher. These experiences provide a more holistic and well-rounded learning environment using the theory to practice nexus, which enriches their experience through both teaching and learning. This session will encourage participant engagement and interaction from a variety of perspectives: those of the students, graduate assistants, and the instructors. Participants will engage in multi-dimensional action modules such as administrative and pre-lab tasks, an interactive simulated Kinesiology Laboratory experience (e.g., Speed Stacks cup stacking and computer software to assess reaction, movement, and response times), and data collection procedures. Discussion will ensue to explain additional procedures that allow consistency and coordination among five graduate students and two instructors across five sections of students, ultimately to enhance the student learning experience.