This concise guidebook is intended for faculty who are interested in engaging their students and developing deep and lasting learning. It summarizes recent research on six of the most compelling principles in learning and teaching; describes their application to the college classroom; presents teaching strategies that are based on pragmatic practices; and provides annotated bibliographies and important citations.
This concise guidebook is intended for faculty who are interested in engaging their students and developing deep and lasting learning. It summarizes recent research on six of the most compelling principles in learning and teaching; describes their application to the college classroom; presents teaching strategies that are based on pragmatic practices; and provides annotated bibliographies and important citations.
Diane Cummings Persellin is Professor and Coordinator of Music Education at Trinity University in San Antonio, Texas. An author of over 100 articles and book chapters, her research interests focus on teacher preparation, professional development in higher education, and applications of research on learning. Currently, she is Director of the Trinity University Summer Program for Music Educators, a staff member of the Associated Colleges of the South Teaching and Learning Workshop, and on editorial boards of College Teaching and Texas Music Education Research. Most recently she helped develop Trinity's new Collaborative for Learning and Teaching as its interim co-director. Dr. Persellin has served as Editor of General Music Today and as President of Texas Music Educators Conference and has presented numerous workshops and papers at national and international conferences including POD and Lilly. An award-winning teacher and advisor, she was inducted into the San Antonio Women's Hall of Fame for her work in education. Mary Blythe Daniels is Stodghill Professor of Spanish at Centre College. Dr. Daniels was named Centre College's National Endowment for the Humanities Distinguished Professor and has also received the Kirk Award for Excellent Teaching. She has a strong background in literature, language instruction, and pedagogy in higher education. Her diverse research interests have led her to publish articles about seventeenth-century Spanish theater and about community-based learning. Daniels' work in experiential and community-based learning has been presented on college campuses, at national conferences and has received significant external funding. Daniels is a staff member of the Associated Colleges of the South's Teaching and Learning Workshop, and has presented at national and international conferences including POD and Lilly.
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Foreword Preface Introduction. Knowing About Learning Informs Our Teaching 1 Deeper Learning and Better Retention Principle 1. Desirable Difficulties Increase Long-Term Retention Workshop 1.1. Concept Maps Principle 2. Meaningful and Spaced Repetition Increases Retention Principle 3. Emotion and Relevance Deepen Learning Workshop 3.1. Community-Based Learning 2 Actively Engaged Learning Principle 4. Multisensory Instruction Deepens Learning Workshop 4.1. The Flipped Classroom Principle 5. Small Groups Engage Students Workshop 5.1. Problem-Based Learning Workshop 5.2. Process-Oriented Guided-Inquiry Learning 3 Assessment Principle 6. Formative Assessment or Low-Stakes Evaluation Strengthens Retention Workshop 6.1. Grading, Summative Assessment, and High-Stakes Evaluation 6.1A. Creating Assessment Tools 6.1B. Constructing Rubrics 6.1C. Tips for Grading Papers and Essay Exams Workshop 6.2. Soliciting Midsemester Student Feedback to Improve a Course Appendix A. Course Design Workshops Workshop A.1. The Syllabus Workshop A.2. Strategies for the First and Last Days of Class Appendix B. Workshop on Lectures and Minilectures. Planning and Delivery Appendix C. Workshop on Classroom Discussions Bibliography Index
