Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Student learning (4)
- Teaching (3)
- Arabic (1)
- Course assessment (1)
- Course asssessment (1)
-
- Course discussion (1)
- Critical thinking (1)
- Culture (1)
- Curricular revision (1)
- Educational methods (1)
- Flipped classroom (1)
- History (1)
- Language learning (1)
- Learning outcomes (1)
- Modern language (1)
- Music education (1)
- Scientific communication (1)
- Scientific writing (1)
- Spanish education (1)
- Teacher development (1)
Articles 1 - 5 of 5
Full-Text Articles in Education
Hist 208: History Of World War Ii—A Peer Review Of Teaching Project Inquiry Portfolio, Thomas Berg
Hist 208: History Of World War Ii—A Peer Review Of Teaching Project Inquiry Portfolio, Thomas Berg
UNL Faculty Course Portfolios
This Inquiry Portfolio explores the efficacy of the “flipped classroom” format for university-level history courses for students, the professor, and the history department. While creating a clear outline of expectations, readings, examination and quiz requirements will allow the student to better organize their study time, I wanted to know if the “flipped format” would help my students master the knowledge, develop good discussion skills, and practice critical thinking skills learned during classroom discussions. Also, not having taught any flipped courses, I needed the experience to discuss cogently with my peers the desirability and practicality of offering flipped history courses.
Mued 397b/D: Practicum (Music Teaching Field Experience)—A Peer Review Of Teaching Project Inquiry Portfolio, Dale Bazan
Mued 397b/D: Practicum (Music Teaching Field Experience)—A Peer Review Of Teaching Project Inquiry Portfolio, Dale Bazan
UNL Faculty Course Portfolios
This course is taken during the spring semester of the junior year in the Bachelor of Music Education degree. The field experience places students inside schools weekday mornings over 5 weeks following Spring Break, and following core music education methods courses in instrumental and choral teaching (i.e., Instrumental Methods MUED 345 and Choral Methods MUED 346). The UNL undergraduate bulletin describes this course as simply, “Supervised teaching experiences in school.” Students are placed in school settings in the discipline opposite their applied instrument. Specifically, vocal applied students are placed in instrumental settings, and instrumental applied students are placed in vocal …
Agro/Hort403/803: Scientific Writing And Communication—A Peer Review Of Teaching Project Inquiry Portfolio, Brian M. Waters
Agro/Hort403/803: Scientific Writing And Communication—A Peer Review Of Teaching Project Inquiry Portfolio, Brian M. Waters
UNL Faculty Course Portfolios
Scientific writing is a skill that is useful for science students, since many of them will write about their research in theses, dissertations or journal articles. However, many students have not been trained in scientific writing, and the task seems insurmountable to some, who can develop a “fear of writing” that prevents them from finishing their program or manuscript. To effectively teach scientific writing, the instructor should devote the most effort to the most effective learning activities. Thus, this inquiry portfolio addresses two Research Questions: 1) “What is the most effective activity in my course for student learning?”, and 2) …
Arab 102: First-Year Arabic Language—A Peer Review Of Teaching Project Benchmark Portfolio, Abla Hasan
Arab 102: First-Year Arabic Language—A Peer Review Of Teaching Project Benchmark Portfolio, Abla Hasan
UNL Faculty Course Portfolios
Goals of the class are derived from goals nationally recognized and agreed upon for low intermediate Arabic learners .This systematic consistency with the nationally recognized standards -albeit can be more challenging- insures students' ability to pursue national major programs in Arabic or their ability to compete for national grants, scholarships and study abroad programs. The standers adopted by ACTFL and STARTALK equally consider the linguistic as well as the cultural content of teaching Arabic. These standers known as the five C's are: Communication, Cultures, Connections, Comparisons, and Community. The cultural content of learning Arabic is part of the international and …
Span 202: Intermediate Spanish Ii (Focus On Literature & Culture)—A Peer Review Of Teaching Project Benchmark Portfolio, Kelly Kingsbury Brunetto
Span 202: Intermediate Spanish Ii (Focus On Literature & Culture)—A Peer Review Of Teaching Project Benchmark Portfolio, Kelly Kingsbury Brunetto
UNL Faculty Course Portfolios
During Spring 2015 I undertook a curricular revision of UNL's fourth-semester Spanish course (SPAN202) with the objective of improving the materials to help the course better achieve its stated goal of moving students "away from knowledge about the language and expertise in using isolated skills into a practical and fluid use of the language in which [they] synthesize [their] isolated skills." As it existed at the time, in theory SPAN202 focuses on synthesis and helping students negotiate higher levels of discourse, but in practice it tended to get bogged down in a comprehensive grammar review. In reality, some grammar topics …