Of Pancakes and Classrooms: Why, When and How to Flip? (9am-11:45am; Sawyer 328)
facilitated by Mea Cook (Geosciences), Jonathan Leamon (iTech) and Laura Muller (Quantitative Skills Programs).
Are you frustrated when your students say they “understand” what is happening in class or can see the steps used to solve problems in the textbook, but still have problems solving homework problems requiring a bit more critical thinking? Are you looking for strategies to better prepare them to solve problems related to class material. In a “flipped classroom model,” students dive into course concepts and tools outside of class time and then apply those tools when you are there.
This workshop will walk you through “flipping your class.” We will see some of the tools available on our campus for creating the “out-of-class” time experience. Then, we will then use this information to approach one particular class session of one of your courses, including initial development of scaffolded activities that you can use in the fall.
What you will walk away with
- An understanding of the pros and cons of flipping your Williams’ classroom
- Ideas for the tools you can use to create the out-of-class content
- A draft activity to be used in one session of a fall course
Doing Community-based “Learning by Doing” (1:30pm-4:15pm; Sawyer 328)
facilitated by Paula Consolini, (CLiA) Barry Goldstein (Art History and Studio Art), Keith McPartland (Philosophy), Olga Shevchenko (Anthropology and Sociology), et al.
Have you wanted to try a community-based experiential approach in a course but didn’t know where to begin? In this two-part introduction to experiential pedagogy, you’ll get the help you need to get started including ideas, techniques, and strategic and logistical help to revise or plan a new course involving community-based experiential learning. Since each session is stand-alone, you are welcome to participate in either or both.
PART I- DESIGNING YOUR OWN EXPERIENTIAL LEARNING MODULES (1:30-3pm)
In this session, you will get an introduction to the range of experiential methodologies, hear from faculty who’ve used community-based experiential approaches and get help tailored to your needs. You will leave this session with concrete strategies and resources, including logistical support, for refining and implementing your ideas.
PART II- INSIDE TEACHING THE “INSIDE OUT” COURSE AT THE COUNTY JAIL (3:10-4:40pm)
Learn how the Inside/Out teaching model works and how your colleagues have used it to create powerful learning experiences for Williams students, inmates at the Berkshire County House of Corrections and themselves! You will join others in brainstorming the content of a course you would teach and learn about the support CLIA provides to those teaching in this initiative.