|Wednesday, May 14th|
Stephen L. Chew, Samford University
8:00 AM - 3:00 PM
Students' assumptions and mis-perceptions of how they learn can lead to ineffective study strategies. Faculty also have assumptions of how students learn, which influence their teaching. Dr. Chew reviewed the scope of the challenge of getting students to learn, discussed the limitations of ways we usually approach teaching, examined why good teaching is always theory driven and described good teaching in terms of a theory of teachable moments.