Maricopa Focuses on Critical Thinking!
For more information about any of these events, contact the mcli at (480) 731-8300 or visit http://www.mcli.dist.maricopa.edu/calendar/
Faculty Convocation 2003
January 10, 2003
Phoenix College
Bulpitt Auditorium
8:00 a.m. to 3:30 p.m.
**Registration begins at 8:00 a.m.**
http://www.mcli.dist.maricopa.edu/fsd/c2003/
The Engaged Learner: Why Learning Is Not A Spectator Sport
featuring Dr. Diane Halpern
 A noted psychologist and leading researcher on applying the science of learning, Diane Halpern will discuss what we are learning about learning. Empirical evidence has shown that learning is rarely, if ever, a passive activity, which may be the best reason for developing learners who are actively engaged in learning tasks. Dr. Halpern will draw upon theories and research from the science of learning to suggest ways that instructors can direct learning activities to promote long-term retention and transfer of learning. Special attention will go to the kind of active learning and democratic pedagogies being used by faculty.
January 10, 2003
John Paul Theatre
1:30 p.m. to 3:30 p.m.
This workshop will be submitted for pre-approval toward
Faculty Professional Growth non-academic advancement
http://www.mcli.dist.maricopa.edu/fsd/c2003/workshop.php
Thinking Critically About Critical Thinking: How To Help Our Students Become Better Thinkers
featuring Dr. Diane Halpern
The goals of the workshop are to apply the theories and research of cognitive psychology to the development of critical thinking; provide a definition of critical thinking; review several ³teachable² thinking skills, including some evidence that critical thinking can be taught and learned; provide numerous everyday examples and exercises designed to promote the transfer of critical thinking skills and dispositions to real-world settings; and discuss ways to recognize when and how to apply the thinking skills needed to analyze arguments, reason clearly, identify and solve problems, and make sound decisions.
Dialogue Day
February 7, 2003
District Office
Governing Board Room
8:30 a.m. to 4:00 p.m.
This workshop will be submitted for pre-approval toward
Faculty Professional Growth non-academic advancement
http://www.mcli.dist.maricopa.edu/dd/
Promoting Critical Thinking Through Structured Group Activities
featuring Dr. Barbara Millis
Cooperative Learning Part I: Using Group Activities Both Wisely and Well
Participants will discuss the theory and philosophy behind cooperative learning, including the belief in the value and educability of all students and the need to provide cooperative environments that balance challenge and support. Participants will learn how to use cooperative structures to foster academic achievement, student retention, and liking for the subject matter.
Cooperative Learning Part II: Using Group Activities to Foster Deep Learning
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. This workshop will model how to sequence structured assignments and activities to foster deep learning.
Dialogue Day
March 7, 2003
District Office
Governing Board Room
8:30 a.m. to 3:30 p.m.
This workshop will be submitted for pre-approval toward
Faculty Professional Growth non-academic advancement
http://www.mcli.dist.maricopa.edu/dd/
Assessing Critical Thinking Through Active Learning
featuring Dr. Charles Bonwell
All instructors want students to become proficient at thinking logically, solving problems, and making decisions. The focus of this session will be ideas and tools for creating learning environments that foster thinking skills for students in all disciplines. Specific topics will include: varied definitions of critical thinking, how course structure and active learning can promote thinking skills, and how we can assess thinking skills effectively. Participants will explicitly identify important disciplinary thinking skills that students should possess and then devise specific active learning strategies and assessment techniques to help learners extend their abilities within the context of a specific classroom assignment.
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