Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Curriculum and Instruction (364)
- Educational Assessment, Evaluation, and Research (215)
- Higher Education (196)
- Teacher Education and Professional Development (166)
- Curriculum and Social Inquiry (124)
-
- Arts and Humanities (96)
- Educational Administration and Supervision (81)
- Social and Philosophical Foundations of Education (81)
- Social and Behavioral Sciences (80)
- Other Education (66)
- Educational Psychology (62)
- Instructional Media Design (61)
- Educational Leadership (59)
- Science and Mathematics Education (55)
- Liberal Studies (54)
- Bilingual, Multilingual, and Multicultural Education (49)
- Higher Education and Teaching (47)
- Higher Education Administration (46)
- Elementary Education and Teaching (40)
- Special Education and Teaching (38)
- Disability and Equity in Education (37)
- Secondary Education and Teaching (37)
- Junior High, Intermediate, Middle School Education and Teaching (29)
- Art and Design (27)
- Physical Sciences and Mathematics (27)
- English Language and Literature (26)
- Online and Distance Education (25)
- Scholarship of Teaching and Learning (25)
- Institution
-
- Georgia Southern University (88)
- University of Nebraska - Lincoln (58)
- Liberty University (54)
- Bank Street College of Education (28)
- Southern Illinois University Carbondale (17)
-
- City University of New York (CUNY) (15)
- Old Dominion University (15)
- University of Tennessee, Knoxville (15)
- Technological University Dublin (14)
- The University of Southern Mississippi (12)
- Illinois State University (11)
- Portland State University (11)
- SIT Graduate Institute/SIT Study Abroad (11)
- Dominican University of California (10)
- Purdue University (10)
- University of Montana (10)
- University of New England (10)
- Bowling Green State University (9)
- Stephen F. Austin State University (9)
- Embry-Riddle Aeronautical University (8)
- George Fox University (8)
- The University of San Francisco (8)
- Bryn Mawr College (7)
- Butler University (7)
- Gardner-Webb University (7)
- Loyola Marymount University and Loyola Law School (7)
- Minnesota State University, Mankato (7)
- Nova Southeastern University (7)
- Walden University (7)
- Western Michigan University (7)
- Keyword
-
- Teaching Academy (68)
- Spring 2015 (66)
- Education (43)
- Pedagogy (18)
- Technology (14)
-
- Progressive education (12)
- Teaching (12)
- Critical thinking (10)
- Educational technology (10)
- Higher education (10)
- Week two (10)
- Introduction (8)
- Learning (8)
- Literacy (8)
- Motivation (8)
- Student engagement (8)
- Week one (8)
- Week six (8)
- Art education (7)
- Classroom management (7)
- Collaboration (7)
- High school (7)
- Problem-based learning (7)
- Reading guide (7)
- Science (7)
- Teacher education (7)
- Week 8 (7)
- Week four (7)
- Week three (7)
- Writing (7)
- Publication
-
- Teaching Academy (68)
- Doctoral Dissertations and Projects (53)
- National Collegiate Honors Council Monographs: Chapters (29)
- Dissertations (26)
- The Journal of the Assembly for Expanded Perspectives on Learning (15)
-
- Artizein: Arts and Teaching Journal (14)
- Progressive Education in Context (14)
- Publications and Research (13)
- Education's Histories (10)
- Faculty Publications (10)
- National Youth Advocacy & Resilience Conference (10)
- Theses and Dissertations (10)
- Blended Learning in the Liberal Arts Conference (7)
- Honors Projects (7)
- Master's Projects and Capstones (7)
- SANE journal: Sequential Art Narrative in Education (7)
- Scholarship and Professional Work – Education (7)
- All Graduate Theses, Dissertations, and Other Capstone Projects (6)
- All Theses And Dissertations (6)
- Bank Street Thinkers (6)
- Dissertations and Theses (6)
- Dissertations, Masters Theses, Capstones, and Culminating Projects (6)
- First-Gen Voices: Creative and Critical Narratives on the First-Generation College Experience (6)
- Graduate Student Independent Studies (6)
- International Journal for Business Education (6)
- MA TESOL Collection (6)
- Walden Dissertations and Doctoral Studies (6)
- ABO: Interactive Journal for Women in the Arts, 1640–1830 (5)
- CCAC Theses and Dissertations (5)
- College of Education Theses and Dissertations (5)
- Publication Type
- File Type
Articles 331 - 360 of 676
Full-Text Articles in Educational Methods
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.
Week Four Introduction, Judith Longfield
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
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.
Week Six Introduction, Judith Longfield
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.
Week Seven Introduction, Judith Longfield
Week Seven Introduction, Judith Longfield
Teaching Academy
Partners provided each other with meaningful feedback on their syllabi and also exchanged lesson plans. In addition, test analysis skills were revised and we discussed common concerns related to grading. A rubric or scoring guide was also used to grade an essay test question in literature or geography.
Week Eight Introduction, Judith Longfield
Week Eight Introduction, Judith Longfield
Teaching Academy
We used what we have learned about smart teaching to provide advice to the instructor in a YouTube video, and then identified causes of and solutions for common disruptive behaviors. We ended the series with a "Thought Museum" activity and an assessment of the Teaching Academy.
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.
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.
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.
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.
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.
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.
Week One: Syllabus Activity, Judith Longfield
Week One: Syllabus Activity, Judith Longfield
Teaching Academy
Directions for syllabus activity.
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.
Silver Level Certificate Of Achievement, Judith Longfield
Silver Level Certificate Of Achievement, Judith Longfield
Teaching Academy
Form for the Silver level Certificate of Achievement.
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 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 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.
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.
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.
“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."
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 1 Reading Guide, Judith Longfield
Week Two: Chapter 1 Reading Guide, Judith Longfield
Teaching Academy
The following is a reading guide for chapter one.
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.
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.
Integrate Motivation Planning Into Lesson Planning, Judith Longfield
Integrate Motivation Planning Into Lesson Planning, Judith Longfield
Teaching Academy
Instructions on how to integrate motivation planning into lesson planning.
Guide For “How To Use Clickers Effectively”, Judith Longfield
Guide For “How To Use Clickers Effectively”, Judith Longfield
Teaching Academy
Learning guide for "how to use clickers effectively."
Winning Ticket, Judith Longfield
Winning Ticket, Judith Longfield
Teaching Academy
Thanks for your "random act of learning." Your active participation helps make this course a success!