How Do Prepared Students Change the Way I Teach?
When students come to class prepared, you can—actually, you must—adjust how you teach. Instead of lecturing, you will employ effective new strategies that help your students process and master course content. This program shows you how your classes can and will change when you implement a course design and teaching strategies that naturally encourage students to come to class prepared.
Never worry again about motivating another student
Every instructor dreams about classrooms filled with students eager and ready to learn.
Unfortunately, prepared students are cousins to unicorns, fairy godmothers, and leprechauns. They sound great, but they don’t really exist.
Only this time, they do.
There are times when students come to class prepared, and you can even make it happen.
And when you make the changes that naturally motivate students to come to class ready to learn, you unlock a wealth of new opportunities for engaging, active learning strategies that are simply impossible otherwise.
Coming to class prepared is better for students. It’s also better for you.
Learn how you can transform your classrooms and how that transforms the learning and teaching experience in How Do Prepared Students Change the Way I Teach?—a Magna 20-Minute Mentor with Robert Gillette, Ph.D., and Lynn Gillette, Ph.D.
Gillette and Gillette (they are brothers) will prepare you to be a more effective teacher by revising your course design, which then necessitates adopting new active-learning teaching strategies that will engage your students and help you guide them to higher levels of learning.
Product Code: PM15BA
When students come to class prepared, you can—actually, you must—adjust how you teach.
Instead of lecturing, you will employ effective new strategies that help your students process and master course content.
These engaging new approaches also celebrate and reward your students for the effort they put into preparation.
The techniques and tools you discover in How Do Prepared Students Change the Way I Teach? will make you a more effective teacher.
Whatever your discipline, you will be better able to engage your students in course material.
When you are finished with this program, you will be able to:
- Describe how student preparation for class transforms the student learning experience and invigorates teaching
- Create at least two in-class active learning activities that rely on student preparation
- Identify in-class activities that rely on student preparation and lead to higher-level learning
- Describe how class preparation assignments show students respect and also create space and time for students to share their voices
- Validate student preparation and reinforce its importance with your in-class activities
- Use student preparation to increase students’ critical thinking
How Do Prepared Students Change the Way I Teach? will prepare you for an entirely new kind of classroom.
It sounds like a lot to take in, but this program is designed to prepare you in practically no time at all. 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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