1:00pm to 2:45pm |
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Faculty Inquiry Group - Strategies for Mindful Learning - Part 3
(Academic)
This is the third part of a four-part series that explores strategies for mindful learning by examining mindful, learning-centered teaching practices through readings, discussions, shared materials, and an exploration of technologies that can enrich the learning experience. Learning-centered teaching differs from more didactic forms of instruction by (re)envisioning teacher and student interaction in order to foster increased student confidence in their own intellectual engagement. As students become aware of and engaged in the learning process, they also learn to welcome greater responsibility for learning. Mindful, learning-centered practice challenges both teachers and learners to shift from traditional modes of information delivery toward active and engaged learning. A learning-centered praxis more often generates active, self-reflective and engaged engagement for both students and teachers. To create successful and mindful learning experiences, it is essential to understand more about: how students learn and develop; what motivates learning; and, the impact of pedagogy and curricular/materials design in creating environments where mindfulness can thrive. Thus, a significant portion of this track will focus on exploring and discussing mindful, learning-centered practices across the disciplines that modify traditional classroom management, skill development, project/assignment design, and assessments. More information...
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