P artnership for L e a rning and T each in g in U niversity M athematics Motivation for this project PLATINUM project will contribute to a culture change towards inquiry based mathematic...
Faculty of Science Teaching and Learning Centre Education Thematic Meeting New Approaches in Mathematics Teaching in Higher Education Date: December 6, 14.00-17.00 Location: Science Park 904, room...
Workshop: Mick Healey www.mickhealey.co.uk Date: April 16 Time: 13.30 - 16.30 Download Information Fyer Download handout This interactive workshop will explore how we might best shift from a predom...
In this method, students, working in groups undertake a task involving a series of activities. The outcomes for the various activities are interrelated and the group must determine their interdepend...
The practice of inquiry requires the inquirer to pose questions, search for answers, probe counterintuitive phenomena and act inquisitively; in scientific inquiry, the student is involved in thinkin...
In this method, students, working in groups undertake a task involving a series of activities. The outcomes for the various activities are interrelated and the group must determine their interdepend...
POGIL (Process-Oriented Guided-Inquiry Learning, pogil.org ) is a teaching method that develops student process skills at the same time as using guided inquiry to build discipline kn...
Andrea Lombardi Department of Chemistry, Biochemistry and Biotechnology, University of Perugia, Italy Challenge and goal Challenge The composition of student cohorts c...
This CPD scenario describes a User case in which lecturers develop their competence in sound course design and facilitating problem solving and how to engage and motivate students and how to facilitate discipline specific thinking and develop attitudes in reflecting on own teaching practice and practicing teaching and learning in an evidence informed way and knowledge sharing. The approximate duration of a User case that follows this scenario is several months. In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.