Synthesizing the best current thinking about learning, course design, and promoting student achievement, this is a guide to developing college instruction that has clear purpose, is well integrated into the curriculum, and improves student learning in predictable and measurable ways.
Synthesizing the best current thinking about learning, course design, and promoting student achievement, this is a guide to developing college instruction that has clear purpose, is well integrated into the curriculum, and improves student learning in predictable and measurable ways.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Edmund J. Hansen has been the director of the Center for Teaching and Learning at Northeastern Illinois University since its inception in 2001. Before joining NEIU, he worked in faculty development for over twelve years, half of that time at Indiana University in Bloomington, and the other half at Emporia State University in Kansas. In Emporia, he was the founding director of the Teaching Enhancement Center and also an assistant professor in the psychology department. For seven years, Edmund served as President of the Chicago Area Faculty Development Network (CAFDN), a consortium of faculty development offices at both two and four-year institutions in the region. He has published articles and book chapters related to the improvement of college teaching, including the integration of instructional technology into the classroom. He is originally from Germany, where he worked in adult education. Edmund has a PhD in Educational Psychology from Indiana University, and Masters Degrees from the University of Pennsylvania and from the University of Aachen, Germany.
Inhaltsangabe
1. Practical Benefits of Course Design Faculty Stressors in Teaching Benefits From Idea-based Course Design 2. Backward Design Traditional Course Design Critique of the Traditional Design The Backward Design Model The Importance of Course Design 3. Learning Outcomes Problems With (Conceptualizing. Learning Outcomes Identifying Big Ideas Deriving Enduring Understandings Determining Learning Outcomes 4. Critical Thinking Significance of Critical Thinking Lay Definitions of Critical Thinking The Confusing State of the Critical Thinking Literature Need for Teaching Critical Thinking Barrier 1. Intellectual Development Barrier 2. Habits of Mind Barrier 3. Misconceptions Barrier 4. Complex Reasoning Conclusion 5. Content, Part 1. Guiding Questions and Concepts Topics Two parts of Course Content Essential Questions Guiding Concepts Course Content and Critical Thinking 6. Assessment, Part 1. Educative Assessment Assessment for Grading Assessment for Learning A Continuum of Assessments Assessment as Coaching Principles of Assessing for Understanding 7. Assessment, Part 2. Rubrics Examples of Assignments Lacking Clear Criteria The Main Parts of a Rubric Sample Rubric. Critical Thinking Common Misunderstandings About Rubrics The Triple Function of Rubrics 8. Content, Part 2. Learning Experiences Examples of Poor Assignments Authentic Performance Tasks Assignment-Centered Instruction Assignment-Related Competencies Building Block Designs Principles for Designing Effective Learning Experiences Student Involvement in the Pedagogy 9. Course Design Document Why Create Course Design Documents? Elements of the Course Design Document Sample Design Document. Psychology 624 - Theories of Motivation Summary of Course Design Features and Benefits Translating the Course Design Document Into a Syllabus 10. Implementing Course Design With Online Technology Key Characteristics of Online Teaching Course Design Elements Enhanced by Online Technology Conclusion References Appendix Syllabus for PY-624:Theories of Motivation Course
1. Practical Benefits of Course Design Faculty Stressors in Teaching Benefits From Idea-based Course Design 2. Backward Design Traditional Course Design Critique of the Traditional Design The Backward Design Model The Importance of Course Design 3. Learning Outcomes Problems With (Conceptualizing. Learning Outcomes Identifying Big Ideas Deriving Enduring Understandings Determining Learning Outcomes 4. Critical Thinking Significance of Critical Thinking Lay Definitions of Critical Thinking The Confusing State of the Critical Thinking Literature Need for Teaching Critical Thinking Barrier 1. Intellectual Development Barrier 2. Habits of Mind Barrier 3. Misconceptions Barrier 4. Complex Reasoning Conclusion 5. Content, Part 1. Guiding Questions and Concepts Topics Two parts of Course Content Essential Questions Guiding Concepts Course Content and Critical Thinking 6. Assessment, Part 1. Educative Assessment Assessment for Grading Assessment for Learning A Continuum of Assessments Assessment as Coaching Principles of Assessing for Understanding 7. Assessment, Part 2. Rubrics Examples of Assignments Lacking Clear Criteria The Main Parts of a Rubric Sample Rubric. Critical Thinking Common Misunderstandings About Rubrics The Triple Function of Rubrics 8. Content, Part 2. Learning Experiences Examples of Poor Assignments Authentic Performance Tasks Assignment-Centered Instruction Assignment-Related Competencies Building Block Designs Principles for Designing Effective Learning Experiences Student Involvement in the Pedagogy 9. Course Design Document Why Create Course Design Documents? Elements of the Course Design Document Sample Design Document. Psychology 624 - Theories of Motivation Summary of Course Design Features and Benefits Translating the Course Design Document Into a Syllabus 10. Implementing Course Design With Online Technology Key Characteristics of Online Teaching Course Design Elements Enhanced by Online Technology Conclusion References Appendix Syllabus for PY-624:Theories of Motivation Course
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