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Articles 31 - 60 of 115
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Reading Guide For “Teaching & Human Memory, Part 1” Article, Judith Longfield
Reading Guide For “Teaching & Human Memory, Part 1” Article, Judith Longfield
Teaching Academy
Supplemental questions for Teaching & Human Memory, Part 1.
Week One Evaluation, Judith Longfield
Week One Evaluation, Judith Longfield
Teaching Academy
Help me make the Academy a good learning experience for you by rating today’s session. Please write a BRIEF response to the following statements.
Week One: Certificate Requirements, Judith Longfield
Week One: Certificate Requirements, Judith Longfield
Teaching Academy
The Centers for Teaching and Technology’s Certificate of Teaching in Higher Education is designed to foster experiential, investigative, and reflective approaches to teaching and student learning. It calls for a commitment to learning-centered teaching. All requirements are to be completed within two years of the start date
Week One: Learning Journal, Judith Longfield
Week One: Learning Journal, Judith Longfield
Teaching Academy
Active participation and reflection are critical to learning, and are basic “essentials” in this class.
Week One Introduction, Judith Longfield
Week One Introduction, Judith Longfield
Teaching Academy
After "speedy" introductions and a review of rules and objectives, we will create a working definition of learning-centered teaching. We will also learn how to actively engage students (a) in reviewing a course syllabus and (b) in course readings. If time permits, we will discuss a case study on problems instructors sometimes encounter when trying new teaching strategies. Information on the certificate in higher education program well also shared.
Teaching Academy 2015: Tuesday Syllabus, Judith Longfield
Teaching Academy 2015: Tuesday Syllabus, Judith Longfield
Teaching Academy
The purpose of the Teaching Academy is to help you understand how learning works so you can develop the competencies needed to create active, learning-centered courses. By the end of the Academy you will have (a) created a list of common misconception in your content area, (b) constructed and used a CAT (classroom assessment technique) to measure student learning, (c) created a lesson plan that addresses a disciplinary or course related misconception, and (d) written test or quiz questions.
Week Two Introduction, Judith Longfield
Week Two Introduction, Judith Longfield
Teaching Academy
After discussing how preconceptions and misconceptions interfere with students' learning, we will learn steps for planning a lesson. We will also discuss ways to uncover students' ideas using classroom assessment techniques, or CATs, and create concepts maps of Chapter 2.
Gold Level Certificate Of Achievement, Judith Longfield
Gold Level Certificate Of Achievement, Judith Longfield
Teaching Academy
Form for the Gold level Certificate of Achievement.
Week One: Introduction To Learning-Centered Teaching, Judith Longfield
Week One: Introduction To Learning-Centered Teaching, Judith Longfield
Teaching Academy
The following is an introduction and overview of Learning-Centered Teaching.
Teaching Academy 2015: Wednesday Syllabus, Judith Longfield
Teaching Academy 2015: Wednesday Syllabus, Judith Longfield
Teaching Academy
The purpose of the Teaching Academy is to help you understand how learning works so you can develop the competencies needed to create active, learning-centered courses. By the end of the Academy you will have (a) created a list of common misconception in your content area, (b) constructed and used a CAT (classroom assessment technique) to measure student learning, (c) created a lesson plan that addresses a disciplinary or course related misconception, and (d) written test or quiz questions.
“Curse Of Knowledge” Reading Guide, Judith Longfield
“Curse Of Knowledge” Reading Guide, Judith Longfield
Teaching Academy
The following is a reading guide for the "Curse of Knowledge."
Excerpt From The “Curse Of Knowledge”, Judith Longfield
Excerpt From The “Curse Of Knowledge”, Judith Longfield
Teaching Academy
The following is an excerpt from the "Curse of Knowledge" or why intuition about teaching often fails by Carl Wieman.
Lesson Plan With Misconception/Bottleneck Focus, Judith Longfield
Lesson Plan With Misconception/Bottleneck Focus, Judith Longfield
Teaching Academy
The first principle discussed in How Learning Works is “students’ prior knowledge can help or hinder learning.” There is high probability that some, or, all of the students in your target course will have misconceptions and/or inaccurate prior knowledge that will actively inhibit their ability to learn course material. Unless you identify these misconceptions—also called learning bottleneck—and address them explicitly, students may be unsuccessful in mastering disciplinary thresholds. During the Teaching Academy, you will have the opportunity to apply the principles of smart teaching by designing a lesson to address an important misconception or bottleneck in your target course.
Week Two: Chapter 2 Reading Guide, Judith Longfield
Week Two: Chapter 2 Reading Guide, Judith Longfield
Teaching Academy
The following is a reading guide for chapter two.
Examples Of Engaugements, Judith Longfield
Examples Of Engaugements, Judith Longfield
Teaching Academy
The following form lists examples of EnGaugements.
Reflection As The Key To Intuitive Knowing, Judith Longfield
Reflection As The Key To Intuitive Knowing, Judith Longfield
Teaching Academy
In The Reflective Practitioner: How Professionals Think in Action (1983), Schön introduced the idea of knowing-in-action or “reflection-in-action,” observing that “[w]hen we go about the spontaneous, intuitive performance of the actions in everyday life, we show ourselves to be knowledgeable in a special way. Often we cannot say what it is that we know . . . [because it is] implicit in our patterns or action and in our feel for the stuff with which we are dealing” (p. 49). According to Schön, knowing-in-action complements reflection.
Cat Examples, Judith Longfield
Cat Examples, Judith Longfield
Teaching Academy
The following are descriptions of selected classroom assessment techniques.
Week Two: Planning For Active Learning, Judith Longfield
Week Two: Planning For Active Learning, Judith Longfield
Teaching Academy
The following is an overview of Planning for Active Learning.
Guide For “How To Use Clickers Effectively”, Judith Longfield
Guide For “How To Use Clickers Effectively”, Judith Longfield
Teaching Academy
Learning guide for "how to use clickers effectively."
Winning Ticket, Judith Longfield
Winning Ticket, Judith Longfield
Teaching Academy
Thanks for your "random act of learning." Your active participation helps make this course a success!
Perspective Activity, Judith Longfield
Perspective Activity, Judith Longfield
Teaching Academy
The following is a faculty and student perspective activity.
Week Four: Chapter 4 Reading Guide, Judith Longfield
Week Four: Chapter 4 Reading Guide, Judith Longfield
Teaching Academy
The following is a reading guide for chapter four.
Week Four Introduction, Judith Longfield
Week Four Introduction, Judith Longfield
Teaching Academy
After reviewing Chapter 4 with a jigsaw activity, we will revisit lesson planning by using a rubric to evaluate two different plans. We also learned how to use low tech "clickers" and discuss the students' inertia including ways to overcome it using simulations and other teaching strategies. If there is time, we will talk about Just in Time Teaching (JiTT), a technique to get students to read.
Week Four: Engaging Students In The Learning Process, Judith Longfield
Week Four: Engaging Students In The Learning Process, Judith Longfield
Teaching Academy
The following is an overview of Engaging Students in the Learning Process and how students develop mastery.
Abcd Cards, Judith Longfield
Just-In-Time Teaching, Judith Longfield
Just-In-Time Teaching, Judith Longfield
Teaching Academy
Just-In-Time Teaching resources span the spectrum from web and classroom items to books and articles on effective teaching and assessment of learning. Here is a sampling.
Week Five Introduction, Judith Longfield
Week Five Introduction, Judith Longfield
Teaching Academy
After investigating hazardous classroom materials, we will learn about diverse students and how to teach them. We will also write learning biographies for different students and used them to consider a variety of teaching-learning issues, including college student development. In addition, we will shared our CAT implementation reports and discuss the impact of classroom climate on student learning.
Week Five: Classroom Climate And Diversity, Judith Longfield
Week Five: Classroom Climate And Diversity, Judith Longfield
Teaching Academy
The following is an overview of Classroom Climate and Diversity.
Student Information Card, Judith Longfield
Week Five: Chapter 6 Reading Guide, Judith Longfield
Week Five: Chapter 6 Reading Guide, Judith Longfield
Teaching Academy
The following is a reading guide for chapter six.