This book familiarizes readers with course design elements; enables them to understand themselves as individuals and teachers; know their students; adapt to the learning environment; design courses that promote deep learning; and assess the impact of the teaching practices and design choices they have made.
This book familiarizes readers with course design elements; enables them to understand themselves as individuals and teachers; know their students; adapt to the learning environment; design courses that promote deep learning; and assess the impact of the teaching practices and design choices they have made.
Laurie Richlin Shirley Ronkowski is Director of the Teaching Assistant Development Program, University of California, Santa Barbara.
Inhaltsangabe
Preface Acknowledgments Introduction SECTION ONE 1. Course (Re)design 2. Scholarly Teaching and the Scholarship of Teaching and Learning 3. Scholarly Design Process 4. Professor 5. Students 6. Environment 7. Content SECTION TWO 8. Facilitating Learning 9. Biology of Learning 10. Kolb Experiential Learning Cycle 11. Gardner's Multiple Intelligences; Styles of Learning and Teaching 12. Cognitive Development of College Students 13. Bloom Taxonomies; Motivation 14. Metaphors for the Teaching; Learning Connection 15. Ethics of Teaching 16. Designing Learning Experiences SECTION THREE. Assessing Learning 17. Grading Schemes and Policies 18. From Goals to Assessment 19. Building in Feedback. Classroom Assessment Techniques 20. Tests and Blueprints 21. Assignments and Rubrics SECTION FOUR. Documenting Learning 22. Syllabus 23. Attachments 24. Explanation of Design Choices SECTION FIVE. Learning Resources and Planning Instruments Seven Principles for Good Practice in Undergraduate Education Learner-Centered Psychological Principles Course Portfolio Design. Syllabus, Attachments, and Explanation Revised Teaching Goals Inventory Sample Teaching Goals by Bloom Levels Grasha-Reichmann Student Learning Style Scales Grasha Teaching Styles Inventory. Version 3.0 Instructional Script Ethical Principles in University Teaching Rubrics for Portfolio References Glossary of Course Design Terms Index
Preface Acknowledgments Introduction SECTION ONE 1. Course (Re)design 2. Scholarly Teaching and the Scholarship of Teaching and Learning 3. Scholarly Design Process 4. Professor 5. Students 6. Environment 7. Content SECTION TWO 8. Facilitating Learning 9. Biology of Learning 10. Kolb Experiential Learning Cycle 11. Gardner's Multiple Intelligences; Styles of Learning and Teaching 12. Cognitive Development of College Students 13. Bloom Taxonomies; Motivation 14. Metaphors for the Teaching; Learning Connection 15. Ethics of Teaching 16. Designing Learning Experiences SECTION THREE. Assessing Learning 17. Grading Schemes and Policies 18. From Goals to Assessment 19. Building in Feedback. Classroom Assessment Techniques 20. Tests and Blueprints 21. Assignments and Rubrics SECTION FOUR. Documenting Learning 22. Syllabus 23. Attachments 24. Explanation of Design Choices SECTION FIVE. Learning Resources and Planning Instruments Seven Principles for Good Practice in Undergraduate Education Learner-Centered Psychological Principles Course Portfolio Design. Syllabus, Attachments, and Explanation Revised Teaching Goals Inventory Sample Teaching Goals by Bloom Levels Grasha-Reichmann Student Learning Style Scales Grasha Teaching Styles Inventory. Version 3.0 Instructional Script Ethical Principles in University Teaching Rubrics for Portfolio References Glossary of Course Design Terms Index
Es gelten unsere Allgemeinen Geschäftsbedingungen: www.buecher.de/agb
Impressum
www.buecher.de ist ein Internetauftritt der buecher.de internetstores GmbH
Geschäftsführung: Monica Sawhney | Roland Kölbl | Günter Hilger
Sitz der Gesellschaft: Batheyer Straße 115 - 117, 58099 Hagen
Postanschrift: Bürgermeister-Wegele-Str. 12, 86167 Augsburg
Amtsgericht Hagen HRB 13257
Steuernummer: 321/5800/1497
USt-IdNr: DE450055826
