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Articles 1 - 30 of 75
Full-Text Articles in Education
Student Athletes’ Perception Of Sexual Harassment, Lynn Hunt Long, Regina Rahimi, Delores D. Liston
Student Athletes’ Perception Of Sexual Harassment, Lynn Hunt Long, Regina Rahimi, Delores D. Liston
Department of Curriculum, Foundations, & Reading Faculty Publications
Purpose: This qualitative study examined the perceptions of student athletes regarding sexual harassment and other forms of gendered harassment (homophobic bullying) as well as knowledge of and/or experiences with harassment in high school and university settings, primarily in athletic school culture.
Methodology: Semi-structured interviews were conducted with twenty-seven former high school athletes/active university athletes. The data were analyzed regarding theme and their relationship to the reviewed literature.
Findings: Findings indicate that the athletic culture poses particular issues pertaining to the vulnerabilities and persistence of sexual bullying and harassment.
Discussion: Educators, coaches, and administrators must understand harassment, work to establish and …
Career Ready Or Rushed? Developing Career Exploration In Cscps, Catherine Hammond, Richard E. Cleveland
Career Ready Or Rushed? Developing Career Exploration In Cscps, Catherine Hammond, Richard E. Cleveland
Department of Leadership, Technology, and Human Development Faculty Presentations
While national focus on college/career-readiness has placed welcome attention on school counseling, overzealous emphases to pick a specific college and/or career can leave students feeling rushed. Broad school-wide or grade-level programs aimed at college/career preparation may trump individual career development. This session presents how to infuse career exploration into the current educational landscape (i.e., RTI, Common Core, etc.) via the multiple components of a Comprehensive Guidance and Counseling Program (CGCP): Foundation, Management, Delivery, and Accountability.
How To Parlay Your Phone Interview To An On Campus Interview, Pamela Wells, Richard E. Cleveland
How To Parlay Your Phone Interview To An On Campus Interview, Pamela Wells, Richard E. Cleveland
Department of Leadership, Technology, and Human Development Faculty Presentations
This presentation was given during the Association for Counselor Education and Supervision Annual Conference.
Quantitative Reasoning In Environmental Science: Rasch Measurement To Support Qr Assessment, Robert L. Mayes Dr., Kent Allan Rittschof, Jennifer H. Forrester, Jennifer D. Schuttlefield Christus, Lisa C. Watson, Franziska Peterson
Quantitative Reasoning In Environmental Science: Rasch Measurement To Support Qr Assessment, Robert L. Mayes Dr., Kent Allan Rittschof, Jennifer H. Forrester, Jennifer D. Schuttlefield Christus, Lisa C. Watson, Franziska Peterson
Department of Curriculum, Foundations, & Reading Faculty Publications
Original work is hosted at USF Libraries Scholar Commons publisher of Numeracy, the electronic journal of the National Numeracy Network (NNN).
Abstract : The ability of middle and high school students to reason quantitatively within the context of environmental science was investigated. A quantitative reasoning (QR) learning progression, with associated QR assessments in the content areas of biodiversity, water, and carbon, was developed based on three QR progress variables: quantification act, quantitative interpretation, and quantitative modeling. Diagnostic instruments were developed specifically for the progress variable quantitative interpretation (QI), each consisting of 96 Likert-scale items. Each content version of …
Global Perspectives: Exploring School-Based Brazilian Librarianship Through Institutional Ethnography, M. Johnston, Lucy Santos Green
Global Perspectives: Exploring School-Based Brazilian Librarianship Through Institutional Ethnography, M. Johnston, Lucy Santos Green
Department of Leadership, Technology, and Human Development Faculty Presentations
No abstract provided.
Silver Level Certificate Of Achievement, Judith Longfield
Silver Level Certificate Of Achievement, Judith Longfield
Teaching Academy
Form for the Silver level Certificate of Achievement.
Week Three: Student Motivation, Judith Longfield
Week Three: Student Motivation, Judith Longfield
Teaching Academy
The following is an overview of Student Motivation: Overcoming Obstacles to Learning.
Creating An Inclusive Classroom, Judith Longfield
Creating An Inclusive Classroom, Judith Longfield
Teaching Academy
Form on how to create an inclusive classroom.
Teaching-Learning Beliefs Inventory, Judith Longfield
Teaching-Learning Beliefs Inventory, Judith Longfield
Teaching Academy
Please recreate the unique ID# you used for the first inventory by following the instructions below. I plan to link this one with the pre-inventory. To recreate your ID, use the following procedure.
Week One: Syllabus Activity, Judith Longfield
Week One: Syllabus Activity, Judith Longfield
Teaching Academy
Directions for syllabus activity.
Reading Guide For “Discrepant Teaching Events” Article, Judith Longfield
Reading Guide For “Discrepant Teaching Events” Article, Judith Longfield
Teaching Academy
Supplemental questions for Discrepant Teaching Events.
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.
Teaching Academy 2015: Syllabus Review, Judith Longfield
Teaching Academy 2015: Syllabus Review, Judith Longfield
Teaching Academy
The following questions answer everything you need to know to succeed during the Teaching Academy.
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.
Welcome Introduction, Judith Longfield
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.
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."
Evaluation Of Weeks 1-3, Judith Longfield
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.
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 Three Introduction, Judith Longfield
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 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.