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Thursday, Feb. 23, 2012
3:00 — Assumptions that Foster Instructional Growth
Most college teachers begin their careers full of enthusiasm for teaching. But their idealistic goals and the realities of academic careers often collide, leaving teachers with tarnished goals and sometimes cynical perspectives. Beliefs about teaching directly impact practice in the classroom. Some increase instructional effectiveness and contribute to long term growth. What are those assumptions on which solid instructional practice can be set and what beliefs foster the growth and development of teachers? The goal of the session: propose ways of thinking about growth and change that can increase both the motivation to teach and effectiveness in the classroom.
4:30 — Wine reception with Dr. Weimer
RSVPs requested and appreciated: firstname.lastname@example.org, or 503-725-5642
Dr. Maryellen Weimer is professor emeritus at Penn State Berks and one of the nation's most highly regarded authorities on effective college teaching. Many of you know Maryellen as the editor of The Teaching Professor newsletter and from her book Learner-Centered Teaching: Five Key Changes to Practices, which is considered the go-to guide for educators looking to adopt a learner-centered approach in their classrooms.