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Participants observe and learn the professional practices of a process
educator from the perspective of a student. They experience what it feels like
to analyze, learn, and apply new material. At the same time, participants are
asked to routinely reflect on what it is like to be a learner in this
environment. How easily does understanding come? What does it feel like to be
a student in this situation? What would I do if I were a teacher in this
situation? Often when teachers learn new content, they can do so without
having to reflect on their own learning processes. Similarly, when teachers
practice a new teaching technique, they often practice it using material with
which they are comfortable. This event uses challenging content that requires
participants to cognitively explore the learning process as well as the
affective issues associated with learning.
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Each participant experiences learning within a team
environment by contributing to the achievement of a set of team learning
outcomes.
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A wide variety of techniques and tools for teaching and
student learning are used during the institute.
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Participants act as researchers, deciding which strategies,
tools and techniques might work well (or not) in their particular learning
environments.
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Participants value the importance of self-assessment in the
growth process and identify ways to make better use of specific assessment
tools with students and themselves.
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Participants develop an understanding of an instructional
design process that supports active learning, critical thinking, and
assessment.
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