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Center for Teaching and Learning

CTL Arenas - Workshops

Cognition & Learning

Stages of Intellectual Development 
Theories of intellectual development describe how our view of certain concepts (e.g. knowledge, morality, culture, identity) evolve over time in response to intellectual, social, and emotional challenges. How do we recognize what stage our students are in and how far can we expect them to develop during their time at Chabot?

PowerPoint Presentation

Perry Game Handout

Learning Styles - Impacts on Teaching  
What does cognitive science tell us about the existence of visual, auditory, and kinesthetic learners and the best ways to teach them? 

PowerPoint Presentation

Reading list

Learning Objects 
Learning objects are computer based teaching tools that help students understand a specific concept and are intended to be both modular and self contained.  The use of learning objects falls under "evocative teaching" - lessons that are designed to involve emotions through simulations, decision-making, and commitment to a path.

  • Merlot - database of peer-reviewed online teaching and learning materials; also has discipline based communities of discussion
  • Wisc-Online - library of web-based learning resources, most are multimedia
  • Shodor Interactive - virtual activities and discussion boards on math and statistical concepts; organized by grade-level
  • Repository of Learning Object Repositories (@ University of Wisconsin, Milwaukee) - general repositories and subject-specific listings

Metacognitive Reading Techniques 
Metacognitive techniques engage learners by encouraging them to monitor and reflect on their thinking and learning process as they approach and delve into course material. This session will introduce a way process monitoring can be applied to reading in college courses.


Student Learning Outcomes and Assessment Practices

Introduction to SLOs for Adjunct Faculty
This session is to introduce our adjuncts to Student Learning Outcomes at Chabot - what SLO's have been written for my courses? how do I access this information?

This one hour training consists of an overview of the SLO process and terminology as well as how to navigate Chabot's SLO websites.

Assessing Deep Learning
Deep learning requires students to analyze, synthesize, and think critically in order to solve problems or to relate prior knowledge to novel situations. How do we design assessments to distinguish whether students are gaining superficial or deep knowledge of what we teach? We will examine sample assessments for their level of understanding required and work to create our own deep learning assessments.

Bloom’s Taxonomy for the Cognitive Realm with Outcomes and Sample Assessments

Creating Assessment Plans 
How do your course level learning outcomes relate to the assignments in your course? This workshop will guide you through developing a map that links your learning goals for the course to where those are displayed in assignments, tests, and classroom activities. You will leave with a template for planning at the course level and examples of how this plan can map to your individual section(s).

Link to online forms for assessment plans, CLOs, PLOs, and assessment schedules.

Questions to Consider when Creating Your Assessment Plan

Example - Course Assessment Plan for Anatomy 1

Places to Learn: Changing the Culture of Teaching & Learning (Presented at WASC ARC 2011)
Carole Splendore - Chabot College Learning Assessment Coordinator; Jennifer Lange - Chabot College Center for Teaching & Learning Coordinator; Scott Hoshita - Berkeley City College Coordinator of Teaching & Learning Center; Cleavon Smith - Berkeley City College, North Bay Regional Learning Network Coordinator

Two mid-sized colleges have used faculty development practices, faculty inquiry groups, and a sensitivity towards collegial values and practices to change campus culture. At Berkeley City College faculty inquiry "keens" instructors' eyes to the data before them in their classrooms to weave a complex narrative about student learning. Chabot college has a well-defined quantitative approach, to which faculty bring meaning through an understanding of cognition and deep learning. Despite differences, both colleges are working toward a sustainable and meaningful process of student-centered assessment.

Workshop Powerpoint

Cognition Reading List

Cognition Discussion Prompts; Link to video of faculty discussion group

Discipline Lead Training for Adjunct Faculty CLO Support and Program Review Form Completion
For courses in which adjunct faculty teach at least 50% of the sections, a lead full-time instructor will be gathering their input in order to complete the assessment cycle.  We will present the process that adjunct faculty will follow as well as the responsibilities of the discipline leads for gathering and integrating input and incorporating these insights into the Discipline's Program Review.

Assessment Schedule Planning: Year 1, Year 2, Year 3

SLO sections for 2011-12 Academic Services Program Review:  Years 1 & 2, Year 3

Closing the Loop Form (in Program Review)

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