1 Active Classrooms: Shifting the Focus from Teaching to Learning Sue Merkel, Microbiology, Cornell University [email protected]After the workshop, participants should be able to: 1. Describe the process of learning 2. List some implications for teaching 3. Discuss strategies for implementing active learning 4. Assess classroom needs to develop active strategies Workshop Goals “Backward” Design Grant Wiggins and Jay McTighe Learning objective/goals Assessment How we “LEARN” How We Learn: Part 1 Scientific American 1994 1) Stimulus sent to the brain and processed. Sensory cortex receives input from the outside world How We Learn: Part 1 Scientific American 1994 1) Stimulus sent to the brain and processed. Temporal cortex integrates sensory information to create meaning How We Learn: Part 1 Scientific American 1994 1) Stimulus sent to the brain and processed. Frontal cortex evaluates, makes decisions, plans
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Active Classrooms: Shifting the Focus from Teaching to Learning