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SUMMARY:Fostering a Growth Mindset and Developing a Sense of Belonging in Your Students
DESCRIPTION:Learn from social and educational psychology in this one-part workshop on how instructors can foster growth mindsets in their students\, and how that in turn can foster greater student motivation\, achievement\, and belonging. What factors hold back or push students forward in learning and performing the best they can? How do students react to successes and challenges? By the end of this workshop\, participants will be prepared to: \n\nUnderstand the differences and relationship between growth mindset and sense of belonging\nConsider how students’ and instructors’ mindsets can impact student achievement and motivation\nIdentify concrete strategies to foster a growth mindset and sense of belonging in students\n\nInstructors\nEmily Potratz\, University of Illinois at Chicago\nLauren Woods\, University of Illinois at Chicago \nWorkshop Schedule\nThis one-session online workshop meets on Thursday\, October 24 at 7-9pm Gulf / 12-2pm Atlantic / 11am-1pm Eastern / 10am-12pm Central / 9-11am Mountain / 8-10am Pacific. \nAudience\nThis workshop is for any educator interested in learning more about how to foster a growth mindset and develop a sense of belonging in their students. \nRegistration and Enrollment\nREGISTER NOW\nThis workshop has no cap\, and registration opens Monday\, September 30th. Once registration opens\, it will remain open until the day of the workshop on Thursday\, October 24th. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nAssociate: Learning communities\n\nDescribe and recognize the value of learning communities\, and how they impact student learning.\nDescribe several techniques and issues of establishing learning communities comprising a diverse group of learners.\nDescribe several techniques for creating a learning community within a learning environment\, including strategies that promote positive interdependence between learners so as to accomplish learning goals.\n\nAssociate: Learning through diversity\n\nDescribe how an instructor’s beliefs and biases can influence student learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed.\n\nPractitioner: Learning communities\n\nImplement one or more learning community strategies for students in a learning experience.\nIntegrate one or more learning community strategies into a teaching plan so as to accomplish learning goals and learning-through-diversity.\n\nPractitioner: Learning through diversity\n\nImplement one or more Learning-through-Diversity strategies in a teaching experience.\nIntegrate one or more Learning-through-Diversity techniques and strategies in a teaching plan so as to use students’ diversity to enhance the learning of all.
URL:https://cirtl.net/event/fostering-a-growth-mindset-and-developing-a-sense-of-belonging-in-your-students/
CATEGORIES:Workshop
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DTSTART;TZID=America/Chicago:20241024T130000
DTEND;TZID=America/Chicago:20241024T143000
DTSTAMP:20260425T195240
CREATED:20240806T175409Z
LAST-MODIFIED:20241025T135246Z
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SUMMARY:Creating Effective and Inclusive Learning Experiences for Neurodiverse Students
DESCRIPTION:Graduate student and postdoctoral instructors provide important face to face support and instruction to a diverse population of students in large lectures as well as smaller seminars. Therefore\, it is key that they understand how to cultivate a learning environment that is inclusive and effective for all types of learners\, especially neurodivergent learners. Students with ADHD\, autism\, learning disabilities\, and mental health challenges are entering into higher education in greater numbers and they can face unique obstacles when they arrive. Participants in this workshop will come away with an expanded understanding of neurodivergent students\, and start to develop strategies that create an effective and inclusive learning environment for neurodivergeng learners. By the end of this workshop\, participants will be able to: \n\nDescribe the current understanding of neurodiversity and the impact of several common types of neurodiversity on undergraduate student learning\nDistinguish between extraneous and intrinsic cognitive load in the context of classroom activities and assessments\nAnalyze classroom activities and assessments for possible negative impacts on neurodivergent learners\, as well as strategies for mitigating such impacts\n\nInstructors\nMelissa Tamas\, Stanford University\nMichelle Ming-Hsuan Pang\, Stanford University \nWorkshop Schedule\nThis one-session online workshop meets in Zoom on Thursday\, October 24 at 10-11:30pm Gulf / 3-4:30pm Atlantic / 2-3:30pm Eastern / 1-2:30pm Central / 12-1:30pm Mountain / 11am-12:30pm Pacific. \nAudience\nThis workshop is designed for graduate students and postdoctoral scholars who want to learn more about neurodivergent learners and strategies to support them in the college classroom. \nRegistration and Enrollment\n*10/14/2024 Update: This workshop is at capacity and closed for registration.*\nCap: 80. Registration opens on Monday\, October 7th. Once open\, it will remain open until capacity is reached. Registration will be processed on a first-come\, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes\, all registrants will be notified of their enrollment status. \nAccessibility\nIf you have access needs\, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu)\, who is supporting this workshop\, to let us know how we can help you have a successful experience. In addition to meeting individualized needs\, we will also take measures throughout the workshop to support accessibility for all our students: \n\nSending pre-session reminders with upcoming assignments to all students\nSharing materials for synchronous sessions with students (slides\, activity instructions\, etc.)\nEnabling live captioning in synchronous sessions\nIncorporating multiple modes of interaction into synchronous sessions\n\n\nLearning Outcomes\nAll CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes. \nEvidence-based Teaching\nLearning-through-diversity\n\nDescribe and recognize the value of drawing on diversity in the development of teaching plans (including content\, teaching practices and assessments) to foster learning.\nDescribe how an instructor’s beliefs and biases can influence student learning.\nDescribe several learning-through-diversity (LtD) techniques and strategies.\nDescribe the impact of diversity on student learning\, in particular how diversity can enhance learning\, and how inequities can negatively impact learning if not addressed. Describe the scope of diversity in learning environments\, of both students and instructor.
URL:https://cirtl.net/event/creating-effective-and-inclusive-learning-experiences-for-neurodiverse-students/
CATEGORIES:Workshop
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