Linking cooperative learning to the research on how people learn
Morning session: 9:00 am to 12:00 pm
(Includes continental breakfast.)
Participants will come to know the theory and philosophy behind cooperative learning, including its belief in the value and educability of all students and the need to provide cooperative environments that balance challenge and support.  As important, however, they will learn how to use cooperative structures to foster academic achievement, critical thinking, and deeper learning.  The presenter will emphasize both relevant theory and active learning approaches, particularly in groups. The session will model a cooperative classroom with combinations of direct instruction, interactive group work tied to the session objectives, and whole-class discussion with questions.  Participants will experience at least three cooperative structures, and two report-out methods­—applicable to virtually all disciplines­—that they can apply in their classrooms or online environments.

Using cooperative activities to foster deep learning
Afternoon session: 1:00 pm to 4:00 pm
(Lunch provided for those attending both the morning and afternoon sessions.)
Deep learning emerges from the careful sequencing of assignments and activities "orchestrated" by a teacher committed to student learning.  The research on deep learning has been ongoing, systematic, and convergent.  It involves motivating students to acquire a solid knowledge base through active, interactive learning.  As James Rhem has noted, "Those who take a deep approach understand more, produce better written work containing logical structures and conclusions rather than lists, remember longer, and obtain better marks and degrees than those students who take a surface approach."  This interactive workshop will help teachers understand how to sequence structured assignments and activities to foster deep learning approaches.  Students complete relevant assignments outside of class—for which they are accountable—that help them learn new knowledge by connecting it to what they already know.  Because students come to class prepared, class time can be spent productively by having students in pairs or small groups compare their out-of-class products to foster critical thinking and constructive feedback.  Assessment for both students and teachers arises naturally out of the structured activities.  

Using groups and academic games for learning and assessment
Evening Reception: 6:00 pm to 8:00 pm
(Includes cash bar, hors d’oeuvres and light refreshments.)
Games can be an effective way to motivate students to learn course material; to encourage them to come to class prepared; and to assess student learning.  However, few books or articles on games emphasize and model their genuine academic value.  Too often games are merely “icebreakers” or “team building” activities.  All the group activities and games modeled during this interactive workshop are focused squarely on academic content and formative assessment.  An emphasis will be on student “ownership” of the games’ answers and on responsible group learning.  The content itself will be about teaching and games.  

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