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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.
“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.
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.
Week Two: Chapter 1 Reading Guide, Judith Longfield
Week Two: Chapter 1 Reading Guide, Judith Longfield
Teaching Academy
The following is a reading guide for chapter one.
Cat Implementation Report Form, Judith Longfield
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.
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.