Presentation Date: Sunday August 2, 2009
  Presentation Time: 1:00 pm-5:00 pm

CPE Session 55

Advanced Fink: Developing rich and innovative learning experiences using Fink's paradigm of significant learning

Presented By:

David Albrecht, Concordia College

Description: SESSION CANCELLED This session builds on the previous session (Basic Fink)

The two keys to a successful implementation of the Dee Fink approach to significant learning are (1) envisioning what you want students to do with the content you want to teach them, designing effective learning activities for skill acquisition, and formatively assessing student learning, and (2) helping students grow as people and/or professional as a result of skills learned.

tories and the status of convergence; 3. IFRS and how they differ from US GAAP, organized by topics typically included in the Intermediate Accounting course; [Participants will work exercises designed to focus on these differences.] 4. Teaching materials including problems, exercises, cases, and test bank updated from the 2008 version on AAA Commons, will be distributed.n the Intermediate Accounting course; [Participants will work exercises designed to focus on these differences.] 4. Teaching materials including problems, exercises, cases, and test bank updated f

Field of Study: Specialized Knowledge and Applications
Program Level: Intermediate

Intended Audience: Faculty who want to improve their teaching effectiveness, faculty new to the classroom, executives transitioning from the corporate world to the classroom, faculty who want to update their skills to understand student-centered learning, and doctoral students.

Format/Structure: This session builds on the morning session (Basic Fink) the accounting curriculum. The afternoon session is on "advanced Fink" and focuses on creating learning experiences in the all six dimensions of learning. The structure of second session is as follows: (1) Brief review of Fink (for those who did not attend the morning session) (2) Principles in creating learning experiences that give students practice in doing. (3) Balance between content and application. (4) Integration - connecting ideas, people through think papers (5) Human dimension - learning about one's growth and development through reflection (6) Learning how to learn - self assessment and futuring. (7) Multi-dimensional learning experiences

Learning Objective: •Understand Fink’s paradigm of significant learning. •Redesign your classes to formulate learning goals in the six dimensions purported by Fink. •Develop learning experiences that support the corresponding learning goals, and •Incorporate experiential learning in every class

Prerequisites: Familiarity with Fink's paradigm of learning centered approach, or a prior session in Fink (such as Basic Fink offered in the morning)

Advanced Preparation Required: Bring a course syllabus with you for a course you want to redesign. Also, bring any learning activities that you currently use. Prior reading of Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses (Jossy-Bass, 2003) is a plus.

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