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The Breakfast Seminar Series is a series of short early-morning breakfast CPD workshops organised by the Teaching and Learning Unit, sometimes in collaboration with the Department of Technology Enhanced Learning.

 

The series is organised to address an overarching theme. Seminars start with a light breakfast and are then followed by a short seminar, typically 20-30 minutes duration, followed by questions & discussion. Sessions, where possible, will be recorded and links to these recordings will be available after the session. Staff are invited to attend any or all sessions as appropriate.

 

Breakfast Seminar Series 2018/19

 

The overarching theme for this year’s series is Research-Based Teaching Strategies. Each session will introduce a specific teaching strategy, provide examples of its use in higher education and provide evidence of its effectiveness.  Each session aspires to be relevant to both early career and experienced lectures.

 

All sessions will be held in F1.3, Ground Floor F-Block, CIT Bishopstown campus. Each session will start promptly and finish before 9am for those who are lecturing at that time.

 

The details of this year’s sessions are as follows:

Week No

Date

Title & Descriptor

3

Tuesday,

2nd October 2018

Research-Based Teaching Strategies - The Pause Procedure & Minute Paper

 

The pause procedure and minute paper are two simple teaching strategies that can be introduced into any lecture. This session will provide examples of their use in action and point to some evidence of their effectiveness.

 

View Recording

View Slide Deck

 

Resources:

4

Tuesday,

9th October 2018

Research-Based Teaching Strategies - Peer Instruction

 

The teaching strategy peer instruction was popularised by Eric Mazur to support the teaching of physics to undergraduate students at Harvard and is now one of the most widely used instructional strategies in undergraduate physics education. It has wide applicability outside of the physics discipline.

This session will demonstrate peer instruction in action and discuss some of the evidence in favour of its effectiveness.

 

View Recording

View Slide Deck

 

Resources:

5

Tuesday,

16th October 2018

Research-Based Teaching Strategies - The Generation Effect

 

The generation effect refers to a broad range of techniques that require learners to generate information on a topic e.g. create a presentation or predict an outcome. There is a growing body of evidence which shows that having learners generate information is more effective than if they simply read the information.

This session will review this body of evidence and discuss ways in which we could incorporate this strategy into our day-to-day teaching.

 

View Recording

View Slide Deck

6

Tuesday,

23rd October 2018

Research-Based Teaching Strategies - Using Tests to Improve Information Retrieval

 

Having students retrieve information from long-term memory on a regular basis, is known to have a positive impact on learning. This is especially true when learners need to put a bit of effort into that retrieval process. Hence providing opportunities for learners to take tests (e.g. computer based multiple choice tests) can be a very effective strategy.

This session will examine some of the evidence in favour of testing and discuss options for using this strategy.

 

View Recording

View Slide Deck

 

Resources

8

Tuesday,

6th November 2018

Research-Based Teaching Strategies - The Spacing Effect

 

The spacing effect refers to the process of spacing a topic that is to be learned over time, rather than teaching the topic in an intensive session. The implication for our modules is that rather than teaching all of LO1 in weeks 1 and 2 (for example) we should consider if it is possible to divide the topic and teach some in week 1 and then revisit (perhaps in greater depth) later on in the semester. The topic is then spaced out over the semester. The available evidence tells us that this is a more effective strategy.

This session will explore this strategy in more detail and present some of the evidence that supports this strategy.

 

View Recording

View Slide Deck

Resources

9

Tuesday,

13th November 2018

Research-Based Teaching Strategies - Cooperative Learning Groups

 

This session aims to examine some of the different types of learning groups that you may create within the classroom and explore some of the issues associated with facilitating and supporting those groups. We will also examine some of the evidence that advocates for the use of cooperative learning in comparison to individualistic or competitive learning.

 

Book Now

10

Tuesday,

20th November 2018

Research-Based Teaching Strategies - Class Discussion

 

Designing and managing in-class discussions is more challenging than the pause procedure or minute paper, but there is convincing evidence that collaborative learning works.

This session will model an in-class discussion and discuss some of the evidence that supports this strategy.

 

Book Now

When do the workshops take place?

These workshops/seminars are held prior to the start of the teaching day between 8:10am and 8:50am during the semester.

Who should attend these workshops?

These sessions are offered free of charge and are open to all CIT academic staff. Each session aspires to be relevant to both early career and experienced lecturers.

What types of topics have been discussed to date?

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