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Activities
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Session 1
Thursday, June 3
1:00 - 4:30 PM EDT
- Welcome
- What is active learning?
- Backwards design/Learning Objectives (LOs)
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pre-session activities
during session
- Workshop introduction when we will talk about our goals and how the workshop will be run: Slido link
- We will discuss the basics of forming groups and how your workshop groups were formed
- Resources shared: CATME, Group-check in survey, Group formation survey (pre-class)
- You will meet your group and introduce yourselves with your slides and learn about each other’s goals for the workshop
- You will work in your groups to determine what guidelines you want to work within and decide on your group norms together. Use these Google slides to compile your group norms.
- Have the following items on hand for every session of the workshop: phone or tablet to participate in online polling, something to write with and on, computer or tablet with camera and microphone to access Zoom, and access to your course materials.
- Introduction to Backward Design. Download the backward design handout
- A PowerPoint presentation on Active Learning: What is it and why do it? will be available.
post-session activities
- Review the workshop introduction and group formation slides in this folder.
- Writing Learning Outcomes (Google Slide)
- Personal Reflection. Download and edit this document.
- View the Backwards Design presentation.
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Session 2
Thursday, June 5
1:00 - 4:30 PM EDT
- Backwards design/LOs
- Flipping without video
- Flipping with video
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pre-session activities
during session
- Learning outcome refinement and group discussion. (Google Slides)
- JiTT at Witt slides.
- Flipping with Video and Lecture Tutorial slides.
- Learning outcomes, misconceptions, and activities. (Google Slides)
post-session activities
- Post session activities coming soon!
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Session 3
Tuesday, June 10
1:00 - 4:30 PM EDT
- Formative Assessment
- Student Engagement
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pre-session activities
- Prior to the formative assessment session, read about your assigned formative assessment method in the formative assessment readings. Your assigned method is listed on the first page of the reading packet. You can skim through the other methods but you are not required to, you will learn about the others during the workshop.
- Compile a short description of your formative assessment method and prepare an activity using the technique you were assigned on the organic chemistry topic of your group. Please add your activity to this Google slide deck. Each participant has one slide to use, they are sorted by the organic chemistry topic your group is focused on.
- Some of the formative assessment methods have videos and downloadable instructor resources from The K. Patricia Cross Academy that might be of interest:Background Knowledge Probe, Think-Aloud Problem-Solving Protocols (TAPPs)
- Complete the Learning Goals Inventory.
- After completing the Learning Goals Inventory, please complete this Pre-Workshop Check.
during session
- The following resources were used in this session and may be helpful for future reference:
Angelo, T.A., and Cross, K.P. (1993) Classroom Assessment Techniques: A Handbook for College Teachers, 2nd ed. San Francisco: Jossey-Bass.
Barkley, E.F., Cross, K.P., and Major, C.H. (2005) Collaborative Learning Techniques, 1st ed. San Francisco: Wiley.
Barkley, E.F., Major, C.H. (2016) Learning Assessment Techniques: A Handbook for College Faculty, New York: Wiley Jossey-Bass.
The K. Patricia Cross Academy Home Page. https://kpcrossacademy.ua.edu/(accessed 2025-04-25)
Hattie, J. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement; Routledge: New York, 2009.
- Be sure to have the Formative Assessment Google slide deck on hand for easy access. You will have some time to refine your activities after you have gotten feedback from your group.
- A PowerPoint presentation on Student Engagement will be available after the session. We will use the Zoom chat and breakout rooms. Google Slides for group collaboration
post-session activities
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Session 4
Thursday, June 12
1:00 - 4:30 PM EDT
- Course-based undergraduate research (CUREs) and Project-based instruction
- Green Chemistry
- OERs
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pre-session activities
- Read Green Chemistry Chapter 7.
- Read the Perspective by Cooper KM, Soneral PAG, Brownell SE. J Microbiol Biol Educ. 2017 May 26;18(2):18.2.30. doi: 10.1128/jmbe.v18i2.1287
- Browse through the Multistep Synthesis Laboratory Handout. During our session, we will utilize this handout as a cookbook reference to develop an open-ended project-based laboratory module for the organic-2 laboratory.
- OpenOChem Demo assignment (accessed through SVSU Canvas course - invitations sent 6/5/2025 - once account is activated, access via SVSU Canvas.
during session
- Introduction to Project-based laboratory and Course-Based Undergraduate Research Experience
- Many flavors of CURE and PBL at Kennesaw State - It is never perfect!!
- Activity 1: Exploring the roadmap for designing project-based open-ended laboratory modules (from Cooper et al, 2017) - Content-specific LOs, Evidence of Learning/Deliverables, Planning instructional activities in the context of the laboratory handout from pre-session reading
- Activity 2: Identifying the challenges in designing PBL/CUREs
- Presentation on incorporating green chemistry into Organic Chemistry I and II (coming soon).
- Create a mini-lecture on green chemistry with your group.
- OER group discussion. (Google Slides)
- OER resources for discussion: McMurray 10th edition textbook, Nichols Lab Techniques, and OpenOChem (via SVSU Canvas).
post-session activities
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Session 5
Tuesday, June 17
1:00 - 4:30 PM EDT
- Active learning for large classrooms
- Inclusive teaching
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pre-session activities
during session
- Training learing assistants for implementing active learning
- Techiques for implementing active learing on large scales
- A PowerPoint presentation on Inclusive Teaching will be available
- Practice using the discourse toolkit to encourage discussion
- More activities coming soon!
post-session activities
- The workshop slides on learning assistants will be posted after the session
- Inclusing teaching slides are available here.
- Resources mentioned during the presentation are available (slides will be posted under this link too!)
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Session 6
Wednesday, June 18
1:00 - 4:30 PM EDT
- Alternative grading
- Metacognition, learning how to learn
- Wrap-up/FLCs
- What is preventing you from implementing
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pre-session activities
- Think about how you would introduce active learning to students? How would you introduce active learning to colleagues? We will discuss these as part of session 6.
- Alternative Grading - Read C&E Introduction (10-15 minutes).
- Alternative grading - Read/preview an example from a 2021 OrganicERs ALOC participant (and now leader - Gidget Tay) (10-15 minutes).
- Using the formative assessment that you developed during session 3, analyze the assessment and determine what learning goals from the Learning Goal Inventory (session 3) it best aligns with. Are these the learning goals you prioritized when completing the Learning Goals Inventory? Next, what priorities would you anticipate a student would interpret from this assessment? Finally, what levels of Bloom’s taxonomy are being targeted with this activity? Complete the pre-session work on your slide in this Google metacognition activity slide deck (and the instructions are in the slides!).
- Skim through the metacognition handout to see what resources are available and note down any questions you have.
during session
- A presentation on using specifications grading two different ways in Organic Chemistry (coming soon)
- Break out into groups to create a specification question that may be used to assess understanding of your functional group using the powerpoint.
- Make sure you have the metacognition Google slides open with your pre-session work.
- We will present a variety of different ways to incorporate metacognition into your classes and you will discuss in your groups
- Presentation slides will be posted after the session
post-session activities
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