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Full-Text Articles in Education
Flip The Switch: Swapping The Socratic Method For Applied Learning In Evidence Law 646, Chelsi Hayden
Flip The Switch: Swapping The Socratic Method For Applied Learning In Evidence Law 646, Chelsi Hayden
UNL Faculty Course Portfolios
This course portfolio documents my evaluation of my teaching methods and student learning in an Evidence law course. My goal was to document positive outcomes associated with applied learning through a flipped course structure. The data, however, suggests that more research is necessary to determine whether there is a strong correlation between a flipped course and student learning. The data suggests students are generally performing as expected in the course. It also indicates that providing lectures and problem sets before class is effective but may not be more effective than providing them in class, suggesting the timing of the lectures …
Psyc/Wmns 421/821: Psychology Of Gender, Kathryn Holland
Psyc/Wmns 421/821: Psychology Of Gender, Kathryn Holland
UNL Faculty Course Portfolios
This benchmark portfolio describes the process of developing and assessing student learning in Psychology of Gender (PSYC/WMNS 421/821)—a course I taught in Spring 2019 while participating in the Peer Review of Teaching Project at the University of Nebraska Lincoln. This course is housed in the Psychology Department and cross-listed in Women’s and Gender Studies. The students in this course are mostly advanced undergraduate psychology majors. The course is capped at 40 and is primarily discussion-based. In my portfolio, I outline the course structure and context, my course objectives, and the students enrolled. I also document the teaching materials, methods, and …
Facilitating Applied Learning In An Introductory Course On Exceptionalities Through A Student Choice Project, Heidi R. Cornell, Jennifer P. Stone
Facilitating Applied Learning In An Introductory Course On Exceptionalities Through A Student Choice Project, Heidi R. Cornell, Jennifer P. Stone
The Advocate
Many beginning teachers feel unprepared to teach students in their inclusive classrooms. Preservice teachers may need applied learning experiences, intentionally focused on understanding of individuals with disabilities as human rather than as their disability or label. This paper shares an applied learning project couched in the principles of Universal Design for learning completed by students in a course about disabilities. Two Student Choice Project examples are shared to demonstrate the process for completion and to provide preliminary evidence of how this project facilitated transformation of student perceptions, built awareness, and improved openness and objectivity in understanding individuals with disabilities.
Active Learning Online, Natalie Bishop, Emily Robertson
Active Learning Online, Natalie Bishop, Emily Robertson
Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)
This module is designed to support instructors in engaging students by incorporating active learning strategies in the online learning environment.
Instructors will be presented with a series of online activities ranging from beginner to advanced in their implementation. Aligned with course content, each learning activity provides students an opportunity to apply higher order thinking and 21st century skills.
Visit professional learning module.