Best Practices in Learning Support: Reading and Writing Instruction

A GGC e-mail address is required in order to register for this event. Our events are developed specifically for GGC faculty and staff only. All other registrations will be declined.

Best Practices in Learning Support: Reading and Writing Instruction

This workshop will begin with an in-depth discussion of Student Success English courses and assessment practices at GGC. We will also explore different methods of integrating technology (e.g. MyWritingLab, polling software, Twitter) to facilitate learning. Participants will gain a better understanding of effective class strategies and assessments for students who are either in Student Success English courses or who have exited into their college-level writing and writing-intensive courses.

Outcomes - Upon successful completion of this workshop, participants should be able to:

• Understand the student learning outcomes and assessment measures for Student Success English courses,
• Identify particular instructional challenges for developing readers and writers,
• Identify strategies for addressing the challenges and supporting students in their growth as writers and critical thinkers,
• Brainstorm ways to use technologies and human resources to more powerfully scaffold existing course activites and assessments.

This session will be offered twice. Please register for the date that is most convenient for you:

1) Thursday, February 8, from 11:00 am - 12:30 pm

2) Monday, March 19, from 3:00 - 4:30 pm

Facilitators:

Dr. Ibrahim Ashour - Assistant Professor of English

Dr. Ibrahim Ashour’s life-long motto is “To teach is to learn twice.” His philosophy of teaching, briefly speaking, revolves around his role as a participant and communicator of knowledge. In medicine, there is a main belief to “do no harm,” and he strongly believes that this applies as well to teaching. It is for this reason that conscience is most important to him in teaching. Furthermore, students and schools are changing, and he believes that we, as teachers, need to meet these shifting needs and to remember that we are in a continual state of learning and adapting.

Dr. Catherine Thomas - Professor of English, Associate Dean