Each One Bring One; Each One Teach One.

FTLA

FACULTY TEACHING & LEARNING ACADEMY COHORT 5 LACCD

Course Description and Objectives

The LACCD Faculty Teaching and Learning Academy, founded by the Student Success Initiative, is a joint effort between the District Administration and the District Academic Senate to foster the highest standards of teaching and learning scholarship and to encourage the development of institutional cultures and Course Details environments that are learning-centered and technologically advanced.
The FTLA is designed to develop a widening community of faculty who: Explore and test methods of teaching and learning; Facilitate the design of new classroom approaches to student success; Increase knowledge and skills in a variety of new learning technologies; Contribute to an ongoing dialogue about pedagogy, curriculum, and technology

Form strategic partnerships that advance learning-centered practices and encourage and reward innovation in teaching and learning

Whats Inside:
Course Requirements Course Norms/Principles Overview & Expectations FTLA Model/Flow Chart of Topics

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2013

Website: http://ftla.laccdssi.org/ Class website for homework: https://canvas.instructure.com/lognin LARC 227 Los Angeles Valley College Course Readings: Chapter one of The College Fear Factor by Rebecca Cox; What the Best College Teachers Do by Ken Bain; Connectivism by George Siemens; Getting Ideas into Action: Building Networked Improvement Communities in Education by Bryk, Gomez, & Grunow; other readings as assigned

Our Professional Learning Program

is centered on key principles, methods, and conceptual theories situating teaching and learning 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 Campus Engagement) --Project and Team-Based Learning --Instructional Technologies and Online Resources --Effective PowerPoint Presentations --Reading Apprenticeship --ePortfolios/Capstone Projects --Rubrics

Framework for Learning

--Connectivism/Connectivity --Growth Mindset --Self-reflective/self-regulated learning --Flipping the classroom --Engagement & Motivation --Making practice visible --Collaborative learning --4 dimensions: social, personal, cognitive, and knowledge-building

Course Requirements
The 2013 Winter/Spring FTLA track meets the requirements of a three unit Directed Studies in E ducation course. This translates to approximately 42 hours of face- to-face instruction, with approximately 12 additional hours spent on out-of-class collaborative work on the term project and individual online work following up on speciKic class topics. At the end of the program, participants will receive a Board-issued certiKicate of completion; if enrolled for academic credit, they will also receive three units applicable to step/column advancement on the salary scale. In order to be admitted to and receive credit for FTLA, successful applicants agree to: attend all sessions during the Winter/Spring 2011 FTLA, submit a revised syllabus and drafts of assignments/ lessons and agree to use

this syllabus and assignments/lessons in a future LACCD course, submit a Peer Teaching Observation and ReKlection, submit a Teaching Philosophy Statement, submit a Team Project that will subsequently be presented with their partner at a Departmental Council or Opening Day meeting at their local campus, attend one follow-up meeting in Fall of 2011 (date and time TBA) to discuss results of Team Project, syllabus, and assignments/lessons implementations, and be willing to help their colleagues by offering consultation or presentations on any innovations they have been successful at implementing.

Materials to bring with you to every session: 1. Smartphone (if you have one) 2. iPad or iPod Touch (if you have one) 3. Laptop (if prefer to traditional desktop computer) 4. Pen & Paper

What to Expect:
During the rst eight seminars held in January, presentations will be hands-on and work will be heavily focused on instructional design and assessment, with participants creating syllabi, assignments, lessons, and evaluation measures you will use during the spring semester in your classrooms. These initial sessions will typically last six hours each, with subsequent sessions taking place on Fridays during the spring semester and lasting typically three hours in duration. Additional optional classes to help students with using technology will be offered throughout.

Overall, the FTLA program emphases include, but are not limited to, giving faculty the necessary theory-and-practice based skills to:

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 Ekimyan Ekimyar@email.laccd.edu

Utilize learning technologies effectively within the context of their specic teaching or research to advance student engagement and success in the classroom Incorporate student academic reection and self-assessment as a means of deeper learning Synthesize prior student learning to achieve new learning Design and scaffold purposeful collaborative learning activities that teach the discipline-specic and lifelong learning skills that students need Create a syllabus that stimulates deeper and more enthusiastic student motivation and learning Deploy learning strategies that result in the ability of students to demonstrate acquisition of essential reading, writing, and/or speaking skills within the context of the discipline Increase the development of essential critical thinking and/or quantitative reasoning skills in students through problem-solving and learning-inquiry based activities Integrate relevant campus support services or academic resources that help students attain discipline-related academic and professional objectives Establish meaningful, inclusive, and long-lasting communities of practice with fellow colleagues across the disciplines and the campuses

I dont see networks as a metaphor for learning and knowledge. I see learning and knowledge as networks. George Siemens

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 State University, inform the instructional design of the FTLA:

Hewlett Foundation and RP Group

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

FTLA Flow Chart of Topics