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Website: http://ftla.laccdssi.org/Class website for homework: https://canvas.instructure.com/logninLARC 227 Los Angeles Valley CollegeCourse Readings: Chapter one ofThe College Fear Factorby Rebecca Cox; What the BestCollege Teachers Do by Ken Bain; Connectivism by George Siemens; Getting Ideas into Action:Building Networked Improvement Communities in Educationby Bryk, Gomez, & Grunow; other readings as assigned2013

Course Details

F

TLA

FACULTYTEACHING &LEARNINGACADEMYCOHORT 5LACCD

Course Description and Objectives

The LACCD FacultyTeaching and LearningAcademy, founded by theStudent Success Initiative, isa joint effort between theDistrict Administration andthe District AcademicSenate to foster the higheststandards of teaching andlearning scholarship and toencourage the developmentof institutional cultures and

environments that arelearning-centered andtechnologically advanced.

The FTLA is designed to develop awidening community of faculty who:

Explore and test methods ofteaching and learning;

Facilitate the design of newclassroom approaches to studentsuccess;

Increase knowledge and skills in avariety of new learning technologies;

Contribute to an ongoing

dialogue about pedagogy, curriculum,and technology

Form strategic partnerships thatadvance learning-centeredpractices and encourage andreward innovation in teachingand learning

Whats Inside:

Course Requirements 2Course Norms/Principles 3Overview & Expectations 3FTLA Model/Flow Chart of Topics 4

Each One Bring One; Each One TeachOne.

https://ftla.laccdssi.org/https://canvas.instructure.com/logninhttps://www.box.com/s/93cwde7p05rf171qat3ihttps://www.box.com/s/93cwde7p05rf171qat3ihttps://www.box.com/s/93cwde7p05rf171qat3ihttps://www.box.com/s/wmwa7gpc6vio8qbhnncqhttps://www.box.com/s/khqr53qgi7m9q913848ihttps://www.box.com/s/khqr53qgi7m9q913848ihttps://www.box.com/s/khqr53qgi7m9q913848ihttps://www.box.com/s/khqr53qgi7m9q913848ihttps://www.box.com/s/khqr53qgi7m9q913848ihttps://www.box.com/s/khqr53qgi7m9q913848ihttps://www.box.com/s/khqr53qgi7m9q913848ihttps://www.box.com/s/wmwa7gpc6vio8qbhnncqhttps://www.box.com/s/wmwa7gpc6vio8qbhnncqhttps://www.box.com/s/93cwde7p05rf171qat3ihttps://www.box.com/s/93cwde7p05rf171qat3ihttps://canvas.instructure.com/logninhttps://canvas.instructure.com/logninhttps://ftla.laccdssi.org/https://ftla.laccdssi.org/

7/30/2019 FTLA 2013 Syllabus

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Our

Professional

Learning

Programis centered on keyprinciples, methods,

and conceptualtheories situating

teaching andlearning in a 21st

Century context.

Principles for

Learning--Embrace an identity of

becoming a learner

--Remain open to the

power and possibility of

networking

--Consider learning in

the context of the 21st

Century

--Remain curious,

passionate, and

concerned with why

and how learning

matters

Vehicles for

Learning--Syllabus Redesign--First Day Lesson Plan

--Teaching Philosophy--Peer Observation--Linking Instruction & Student

Support Services Assignment(Civic & Cross CampusEngagement)--Project and Team-BasedLearning--Instructional Technologiesand Online Resources--Effective PowerPointPresentations--Reading Apprenticeship--ePortfolios/Capstone Projects--Rubrics

Framework

for Learning--Connectivism/Connectivity--Growth Mindset

--Self-reflective/self-regulatedlearning--Flipping the classroom

--Engagement & Motivation--Making practice visible--Collaborative learning--4 dimensions: social,personal, cognitive, andknowledge-building

Materials to bring with you to everysession:1. Smartphone (if you have one)2. iPad or iPod Touch (if you have one)

3. Laptop (if prefer to traditionaldesktop computer)

4. Pen & Paper

Course RequirementsThe2013Winter/SpringFTLA

trackmeetstherequirementsofathreeunitDirectedStudiesinEducationcourse.Thistranslatestoapproximately42hoursofface-to-faceinstruction,withapproximately12additionalhoursspentonout-of-classcollaborativeworkonthetermprojectandindividualonlineworkfollowinguponspeciKicclasstopics.Attheendoftheprogram,participantswillreceiveaBoard-issuedcertiKicateofcompletion;ifenrolledfor

academiccredit,theywillalsoreceivethreeunitsapplicabletostep/columnadvancementonthesalaryscale.

InordertobeadmittedtoandreceivecreditforFTLA,successfulapplicantsagreeto:

attendallsessionsduringtheWinter/Spring2011FTLA,

submitarevisedsyllabusanddraftsofassignments/lessonsandagreetouse

thissyllabusandassignments/lessonsinafutureLACCDcourse,

submitaPeerTeachingObservationandReKlection,

submitaTeachingPhilosophyStatement,

submitaTeamProjectthatwillsubsequentlybepresentedwiththeirpartnerataDepartmentalCouncilorOpeningDaymeetingattheirlocalcampus,

attendonefollow-upmeetinginFallof2011

(dateandtimeTBA)todiscussresultsofTeamProject,syllabus,andassignments/lessonsimplementations,and

bewillingtohelptheircolleaguesbyofferingconsultationorpresentationsonanyinnovationstheyhavebeensuccessfulatimplementing.

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What to Expect:During the first eightseminars held in January,presentations will behands-on and work willbe heavily focused oninstructional design andassessment, withparticipants creatingsyllabi, assignments,lessons, and evaluationmeasures you will useduring the springsemester in yourclassrooms. These initialsessions will typically last

six hours each, withsubsequent sessionstaking place on Fridaysduring the springsemester and lastingtypically three hours induration. Additionaloptional classes to helpstudents with usingtechnology will be

offered throughout.

Overall, the FTLA program emphases include, but are notlimited to, giving faculty the necessary theory-and-practicebased skills to:

Utilize learning technologies effectively within the context of theirspecific teaching or research to advance student engagement andsuccess in the classroom

Incorporate student academic reflection and self-assessment as ameans of deeper learning

Synthesize prior student learning to achieve new learning Design and scaffold purposeful collaborative learning activities that

teach the discipline-specific and lifelong learning skills that studentsneed

Create a syllabus that stimulates deeper and more enthusiastic studentmotivation and learning

Deploy learning strategies that result in the ability of students todemonstrate acquisition of essential reading, writing, and/or speakingskills within the context of the discipline

Increase the development of essential critical thinking and/orquantitative reasoning skills in students through problem-solving andlearning-inquiry based activities

Integrate relevant campus support services or academic resources

that help students attain discipline-related academic and professionalobjectives Establish meaningful, inclusive, and long-lasting communities of

practice with fellow colleagues across the disciplines and thecampuses

2013 Instructors

Deborah L. Harrington,harrindl@email.laccd.edu;Bradley Vaden,bradley@3csn.org;Scott Weigand,weigansm@lavc.edu;

Nika Hogan,miHOGAN@pasadena.edu;Shazia Khan, Khanst@lhac.edu;

Roza EkimyanEkimyar@email.laccd.edu

I dont see networks as a metaphor

for learning and knowledge. I see

learning and knowledge as

networks. George Siemens

mailto:Ekimyar@email.laccd.edumailto:Khanst@lhac.edumailto:miHOGAN@pasadena.edumailto:weigansm@lavc.edumailto:vadenbd@lattc.edumailto:dharrington@email.laccd.edumailto:Ekimyar@email.laccd.edumailto:Khanst@lhac.edumailto:miHOGAN@pasadena.edumailto:weigansm@lavc.edumailto:vadenbd@lattc.edumailto:dharrington@email.laccd.edumailto:Ekimyar@email.laccd.edumailto:Ekimyar@email.laccd.edumailto:Ekimyar@email.laccd.edumailto:Khanst@lhac.edumailto:Ekimyar@email.laccd.edumailto:Ekimyar@email.laccd.edumailto:Khanst@lhac.edumailto:Khanst@lhac.edumailto:miHOGAN@pasadena.edumailto:miHOGAN@pasadena.edumailto:weigansm@lavc.edumailto:weigansm@lavc.edumailto:vadenbd@lattc.edumailto:vadenbd@lattc.edumailto:dharrington@email.laccd.edumailto:dharrington@email.laccd.edu

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Sf States Key Principles of

Universal Design For learning

--Faculty can offer various ways

to REPRESENT essential course

concepts

--Faculty can offer various to

encourage student

engagement

--Faculty can offer various

formats for expression of what

they have learned

Two models, coming from work completed by expert faculty practitioners under the auspices

of the Hewlett Foundation and RP Group, and the second coming from San Francisco StateUniversity, inform the instructional design of the FTLA:

Hewlett Foundation and RP Grou

FTLA Flow Chart of Topics