How Can I Effectively Use Class Preparation Assignments?
Class preparation assignments, or CPAs, enable you to use your class time more effectively and move students toward higher levels of learning. This program prepares you to create class preparation assignments that will transform the classroom experience for you and your students.
Optimize learning in your courses with CPAs
Class preparation assignments, or CPAs, are assignments that students complete before class so that they come to class ready to wrestle with course material.
They enable you to use your class time more effectively and to actually move students toward higher levels of learning.
It is critical, however, to craft these assignments carefully so that they are the right level of difficulty and so that they support what you want to do with your class time.
You need to make sure students present independent answers, even if they arrive at those answers by working with their peers (which is a good thing!).
You also need to know how to manage CPAs so that grading them doesn’t monopolize your time, and how to incorporate them into exams so that students understand their value.
None of this is top secret. In fact, you can learn it all when you watch How Can I Effectively Use Class Preparation Assignments?, a Magna 20-Minute Mentor with Robert Gillette, Ph.D., and Lynn Gillette, Ph.D.
Gillette and Gillette (they are brothers) outline the key distinctions between homework and class preparation assignments.
Then they offer insights into how to use the latter to optimize learning in your courses.
Product Code: PM15AA
How Can I Effectively Use Class Preparation Assignments? will prepare you to create class preparation assignments that will transform the classroom experience for you and your students.
Gillette and Gillette will guide you through writing CPA questions that hit the mark and using those CPAs as a foundation for class discussion and learning activities—all in just 20 minutes!
When you are finished with this program, you will know how to:
- Use course design to incentivize students to come to class prepared
- Clearly and carefully explain your definitional grading system
- Reinforce student preparation by covering CPA questions in class
- Incorporate CPA questions on tests to reinforce the importance of coming to class prepared
- Use CPA questions to engage all students in class
How Can I Effectively Use Class Preparation Assignments? will illustrate the difference between CPAs and what we used to call homework.
The presenters’ 30 years of knowledge and experience using this course design will also help you avoid common pitfalls and frustrations that many instructors face when beginning to use CPAs.
You’ll be prepared to use them effectively right from the start. All it takes is 20 minutes.
Dr. J. Robert Gillette joined the faculty at the University of Kentucky in 1994 and is an Associate Professor of Economics. He received his undergraduate degree in Economics from the University of Richmond in 1975 and his Ph.D. from Texas A&M University in 1986. Before coming to UK, he taught at Texas A&M University and Washington State University, and worked in an economic consulting firm. Dr. Gillette has authored or co-authored economic studies for various public agencies, including the Internal Revenue Service and the State of California, and for numerous private organizations. He has also given numerous presentations and workshops on teaching at regional and national economics meetings and at colleges and universities.
Lynn Gillette, Ph.D., is the Provost and Vice President of Academic Affairs at Nicholls State University. He is also the former president of Sierra Nevada College in Incline Village, Nevada. During his time as provost and president, he led the college to unprecedented financial stability, increased retention and graduation rates, and increased undergraduate enrollment to record highs. He has spearheaded efforts to increase academic rigor, academic excellence, and innovation, as well as, championing the use of the flipped classroom, active learning, undergraduate research, and the scholarship of teaching.
He has received 13 awards for outstanding teaching and given over fifty presentations at professional conferences on institutional effectiveness, change management, teaching excellence and innovation, and active learning. He is also a graduate of the Management Development Program at Harvard University.
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