Teaching-Learning Beliefs Inventory,
2015
Georgia Southern University
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 Introduction,
2015
Georgia Southern University
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,
2015
Georgia Southern University
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 Six Introduction,
2015
Georgia Southern University
Week Six Introduction, Judith Longfield
Teaching Academy
In addition to exchanging ideas or activities on how to overcome misconceptions and learning bottlenecks, there is a readiness assessment test or RAT, and we will learn about multiple choice tests. We will also revisit lesson planning briefly and critique a quiz.
Teaching Academy 2015: Wednesday Syllabus,
2015
Georgia Southern University
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.
Week One: Syllabus Activity,
2015
Georgia Southern University
Week One: Syllabus Activity, Judith Longfield
Teaching Academy
Directions for syllabus activity.
Silver Level Certificate Of Achievement,
2015
Georgia Southern University
Silver Level Certificate Of Achievement, Judith Longfield
Teaching Academy
Form for the Silver level Certificate of Achievement.
Cat Implementation Report Form,
2015
Georgia Southern University
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.
Week One Evaluation,
2015
Georgia Southern University
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.
Gold Level Certificate Of Achievement,
2015
Georgia Southern University
Gold Level Certificate Of Achievement, Judith Longfield
Teaching Academy
Form for the Gold level Certificate of Achievement.
“Curse Of Knowledge” Reading Guide,
2015
Georgia Southern University
“Curse Of Knowledge” Reading Guide, Judith Longfield
Teaching Academy
The following is a reading guide for the "Curse of Knowledge."
Week Two: Planning For Active Learning,
2015
Georgia Southern University
Week Two: Planning For Active Learning, Judith Longfield
Teaching Academy
The following is an overview of Planning for Active Learning.
The Case Of The Latté Drinking Instructors,
2015
Georgia Southern University
The Case Of The Latté Drinking Instructors, Judith Longfield
Teaching Academy
You’re at Starbucks early one morning and can’t help overhearing an exchange between two instructors as they talk loudly over cups of lattés. Calvin fervently exclaims, “Can you believe it Kathy? I’m three weeks behind in my grading because I spend so much time writing the same comments on almost every paper. Don’t students understand basic academic expectations? And now that I’m almost done I’m concerned I graded the last ones more harshly than the first ones. I’m so frustrated!” His colleague Kathy replies just as heatedly, “You think you’ve got problems Calvin! I spent hours writing a long narrative …
Disruptive Behaviors Survey,
2015
Georgia Southern University
Lesson Plan For Dissection,
2015
Georgia Southern University
Lesson Plan For Dissection, Judith Longfield
Teaching Academy
Dissect the following lesson plan sample.
Week Eight: Classroom Management,
2015
Georgia Southern University
Week Eight: Classroom Management, Judith Longfield
Teaching Academy
The following is an overview of Classroom Management.
Potential Classroom Management Strategies,
2015
Georgia Southern University
Potential Classroom Management Strategies, Judith Longfield
Teaching Academy
The following is a list of potential classroom management strategies.
Resources For Dealing With Classroom Incivility & Disruptive Students,
2015
Georgia Southern University
Resources For Dealing With Classroom Incivility & Disruptive Students, Judith Longfield
Teaching Academy
No abstract provided.
Week Seven: Chapter 5 Reading Guide,
2015
Georgia Southern Unversity
Week Seven: Chapter 5 Reading Guide, Judith Longfield
Teaching Academy
The following is a reading guide for chapter five.
Sample Civility Statements,
2015
Georgia Southern University
