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Full-Text Articles in Education

Reading Guide For “Teaching & Human Memory, Part 1” Article, Judith Longfield Apr 2015

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 Apr 2015

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.


Reading Guide For “Discrepant Teaching Events” Article, Judith Longfield Apr 2015

Reading Guide For “Discrepant Teaching Events” Article, Judith Longfield

Teaching Academy

Supplemental questions for Discrepant Teaching Events.


Week One: Introduction To Learning-Centered Teaching, Judith Longfield Apr 2015

Week One: Introduction To Learning-Centered Teaching, Judith Longfield

Teaching Academy

The following is an introduction and overview of Learning-Centered Teaching.


Week One: Learning Journal, Judith Longfield Apr 2015

Week One: Learning Journal, Judith Longfield

Teaching Academy

Active participation and reflection are critical to learning, and are basic “essentials” in this class.


Week Two: Chapter 1 Reading Guide, Judith Longfield Apr 2015

Week Two: Chapter 1 Reading Guide, Judith Longfield

Teaching Academy

The following is a reading guide for chapter one.


Reflection As The Key To Intuitive Knowing, Judith Longfield Apr 2015

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.


Lesson Plan With Misconception/Bottleneck Focus, Judith Longfield Apr 2015

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 ...


Week Three: Student Motivation, Judith Longfield Apr 2015

Week Three: Student Motivation, Judith Longfield

Teaching Academy

The following is an overview of Student Motivation: Overcoming Obstacles to Learning.


Cat Implementation Report Form, Judith Longfield Apr 2015

Cat Implementation Report Form, Judith Longfield

Teaching Academy

The CAT implementation report form allows you to identify students’ misconceptions and/or what they know, and then reflect on the CAT results so you can better target your lesson plans.


“Curse Of Knowledge” Reading Guide, Judith Longfield Apr 2015

“Curse Of Knowledge” Reading Guide, Judith Longfield

Teaching Academy

The following is a reading guide for the "Curse of Knowledge."


Integrate Motivation Planning Into Lesson Planning, Judith Longfield Apr 2015

Integrate Motivation Planning Into Lesson Planning, Judith Longfield

Teaching Academy

Instructions on how to integrate motivation planning into lesson planning.


Silver Level Certificate Of Achievement, Judith Longfield Apr 2015

Silver Level Certificate Of Achievement, Judith Longfield

Teaching Academy

Form for the Silver level Certificate of Achievement.


Gold Level Certificate Of Achievement, Judith Longfield Apr 2015

Gold Level Certificate Of Achievement, Judith Longfield

Teaching Academy

Form for the Gold level Certificate of Achievement.


Week Two: Planning For Active Learning, Judith Longfield Apr 2015

Week Two: Planning For Active Learning, Judith Longfield

Teaching Academy

The following is an overview of Planning for Active Learning.


Cat Examples, Judith Longfield Apr 2015

Cat Examples, Judith Longfield

Teaching Academy

The following are descriptions of selected classroom assessment techniques.


Excerpt From The “Curse Of Knowledge”, Judith Longfield Apr 2015

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.


Examples Of Engaugements, Judith Longfield Apr 2015

Examples Of Engaugements, Judith Longfield

Teaching Academy

The following form lists examples of EnGaugements.


Welcome Introduction, Judith Longfield Apr 2015

Welcome Introduction, 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 One Introduction, Judith Longfield Apr 2015

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.


Week Two Introduction, Judith Longfield Apr 2015

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.


Week Three Introduction, Judith Longfield Apr 2015

Week Three Introduction, Judith Longfield

Teaching Academy

After revisiting CATs and lesson planning, we will learn about additional teaching idea sources. We will then discuss motivation, illustrate a Chapter 3 concept, and learn ways to salt students' food before applying these ideas to our own lessons and assignments which are not currently motivating.


Week Four Introduction, Judith Longfield Apr 2015

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 Five Introduction, Judith Longfield Apr 2015

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.


Winning Ticket, Judith Longfield Apr 2015

Winning Ticket, Judith Longfield

Teaching Academy

Thanks for your "random act of learning." Your active participation helps make this course a success!


Week Three: Chapter 3 Reading Guide, Judith Longfield Apr 2015

Week Three: Chapter 3 Reading Guide, Judith Longfield

Teaching Academy

The following is a reading guide for chapter three.


Guide For “How To Use Clickers Effectively”, Judith Longfield Apr 2015

Guide For “How To Use Clickers Effectively”, Judith Longfield

Teaching Academy

Learning guide for "how to use clickers effectively."


Week Four: Engaging Students In The Learning Process, Judith Longfield Apr 2015

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.


Lesson Plan For Dissection, Judith Longfield Apr 2015

Lesson Plan For Dissection, Judith Longfield

Teaching Academy

Dissect the following lesson plan sample.


Evaluation Of Weeks 1-3, Judith Longfield Apr 2015

Evaluation Of Weeks 1-3, Judith Longfield

Teaching Academy

Rate the first three weeks of the Academy by writing a BRIEF response to the following statements.