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"Changing College Classrooms provides useful ideas on the four hottest issues in higher education today: active learning, diversity, technology, and assessment. Every faculty member will find at least one chapter well worth reading." —Wilbert J. McKeachie, Emeritus Research Scientist, The Center for Research on Learning and Teaching"Halpern's book is a great source of wisdom about the newest approaches to teaching and learning. It is an essential resource for anyone searching for ways to make classrooms engaging and challenging. It should be in every department office and used to stimulate discussions by faculty members." —Jerry G. Gaff, vice president, Association of American Colleges
Book Synopsis Changing College Classrooms by : Diane F. Halpern
Download or read book Changing College Classrooms written by Diane F. Halpern and published by Jossey-Bass. This book was released on 1994-04 with total page 408 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Changing College Classrooms provides useful ideas on the four hottest issues in higher education today: active learning, diversity, technology, and assessment. Every faculty member will find at least one chapter well worth reading." —Wilbert J. McKeachie, Emeritus Research Scientist, The Center for Research on Learning and Teaching"Halpern's book is a great source of wisdom about the newest approaches to teaching and learning. It is an essential resource for anyone searching for ways to make classrooms engaging and challenging. It should be in every department office and used to stimulate discussions by faculty members." —Jerry G. Gaff, vice president, Association of American Colleges
Book Synopsis Changing College Classrooms by : Diane F. Halpern
Download or read book Changing College Classrooms written by Diane F. Halpern and published by . This book was released on 1994-03-01 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Learn how to foster critical conversations in English language arts classrooms. This guide encourages teachers to engage students in noticing and discussing harmful discourses about race, gender, and other identities. The authors take readers through a framework that includes knowledge about power, a critical learner stance, critical pedagogies, critical talk moves, and vulnerability. The text features in-depth classroom examples from six secondary English language arts classrooms. Each chapter offers specific ways in which teachers can begin and sustain critical conversations with their students, including the creation of teacher inquiry groups that use transcript analysis as a learning tool. Book Features: Strategies that educators can use to facilitate conversations about critical issues.In-depth classroom examples of teachers doing this work with their students.Questions, activities, and resources that foster self-reflection.Tools for engaging in transcript analysis of classroom conversations.Suggestions for developing inquiry groups focused on critical conversations.
Book Synopsis Classroom Talk for Social Change by : Melissa Schieble
Download or read book Classroom Talk for Social Change written by Melissa Schieble and published by Teachers College Press. This book was released on 2020 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learn how to foster critical conversations in English language arts classrooms. This guide encourages teachers to engage students in noticing and discussing harmful discourses about race, gender, and other identities. The authors take readers through a framework that includes knowledge about power, a critical learner stance, critical pedagogies, critical talk moves, and vulnerability. The text features in-depth classroom examples from six secondary English language arts classrooms. Each chapter offers specific ways in which teachers can begin and sustain critical conversations with their students, including the creation of teacher inquiry groups that use transcript analysis as a learning tool. Book Features: Strategies that educators can use to facilitate conversations about critical issues.In-depth classroom examples of teachers doing this work with their students.Questions, activities, and resources that foster self-reflection.Tools for engaging in transcript analysis of classroom conversations.Suggestions for developing inquiry groups focused on critical conversations.
Book Synopsis The Changing College Classroom by : Philip Julian Runkel
Download or read book The Changing College Classroom written by Philip Julian Runkel and published by . This book was released on 1972 with total page 392 pages. Available in PDF, EPUB and Kindle. Book excerpt:
A study of online learning throughout the world examines the virtual campuses of such schools as Penn State, Florida, and Afghanistan, evaluating the methods by which electronic learning is conducted while reviewing the business of online education.
Book Synopsis A Classroom of One by : Gene I. Maeroff
Download or read book A Classroom of One written by Gene I. Maeroff and published by Macmillan. This book was released on 2004-05-07 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: A study of online learning throughout the world examines the virtual campuses of such schools as Penn State, Florida, and Afghanistan, evaluating the methods by which electronic learning is conducted while reviewing the business of online education.
How Students Learn: Science in the Classroom builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in science at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. This book discusses how to build straightforward science experiments into true understanding of scientific principles. It also features illustrated suggestions for classroom activities.
Book Synopsis How Students Learn by : National Research Council
Download or read book How Students Learn written by National Research Council and published by National Academies Press. This book was released on 2005-01-28 with total page 265 pages. Available in PDF, EPUB and Kindle. Book excerpt: How Students Learn: Science in the Classroom builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in science at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. This book discusses how to build straightforward science experiments into true understanding of scientific principles. It also features illustrated suggestions for classroom activities.
This book is about using the Small Group Instructional Diagnosis (SGID) method to make improvements to the educational experience midcourse. The idea is to use this structured interview process to involve students in helping faculty improve a course while they are in it, potentially making a difference for themselves as well as for future students. Faculty gain the opportunity to work on a course before it ends, and can see what changes work without waiting for the next time the course is offered, or the end of semester student evaluations.SGID is a consultation method developed to collect midsemester feedback from students using structured small and large group conversations, involving four conversations between students, a learned colleague the authors refer to as the SGID consultant, and the instructor. First, student talk with each other in small groups about the learning happening in a course, under the guidance of a consultant (SGID Conversation #1- Student & Students). Then the SGID consultant engages the students in a conversation about how the feedback provided impacts the learning in the course (SGID Conversation #2 - Students & Consultant). Then there is a conversation between the consultant and the instructor, where they discuss how the feedback provided by the students can best inform the pedagogical approaches and strategies used by the instructor (SGID Conversation #3 - Consultant & Instructor). Finally, the instructor closes the feedback loop with a conversation with their students about what they learned and how best to move forward (SGID Conversation #4 - Instructor & Students).These conversations during the middle of the semester change the way students think about the teaching and learning endeavor, the way instructors perceive the learning challenges of their courses, and the quality of the institutional academic culture. Most importantly, the SGID equips the instructor with the knowledge to make midsemester course corrections that can profoundly impact the ways students navigate the course, communicate with the instructor, and realize the ways effective teaching can enhance learning.
Book Synopsis Midcourse Correction for the College Classroom by : Carol A. Hurney
Download or read book Midcourse Correction for the College Classroom written by Carol A. Hurney and published by Taylor & Francis. This book was released on 2023-07-03 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is about using the Small Group Instructional Diagnosis (SGID) method to make improvements to the educational experience midcourse. The idea is to use this structured interview process to involve students in helping faculty improve a course while they are in it, potentially making a difference for themselves as well as for future students. Faculty gain the opportunity to work on a course before it ends, and can see what changes work without waiting for the next time the course is offered, or the end of semester student evaluations.SGID is a consultation method developed to collect midsemester feedback from students using structured small and large group conversations, involving four conversations between students, a learned colleague the authors refer to as the SGID consultant, and the instructor. First, student talk with each other in small groups about the learning happening in a course, under the guidance of a consultant (SGID Conversation #1- Student & Students). Then the SGID consultant engages the students in a conversation about how the feedback provided impacts the learning in the course (SGID Conversation #2 - Students & Consultant). Then there is a conversation between the consultant and the instructor, where they discuss how the feedback provided by the students can best inform the pedagogical approaches and strategies used by the instructor (SGID Conversation #3 - Consultant & Instructor). Finally, the instructor closes the feedback loop with a conversation with their students about what they learned and how best to move forward (SGID Conversation #4 - Instructor & Students).These conversations during the middle of the semester change the way students think about the teaching and learning endeavor, the way instructors perceive the learning challenges of their courses, and the quality of the institutional academic culture. Most importantly, the SGID equips the instructor with the knowledge to make midsemester course corrections that can profoundly impact the ways students navigate the course, communicate with the instructor, and realize the ways effective teaching can enhance learning.
What the latest science of learning tells us about inspiring, effective, and inclusive teaching at the college level. College instruction is stuck in the past. If a time traveler from a century ago arrived on today’s campuses, they would recognize only too well the listlessness of the lecture hall and the awkward silence of the seminar room. Yet we know how to do better. Cathy N. Davidson and Christina Katopodis, two of the world’s foremost innovators in higher education, turn to the latest research and methods to show how teachers at every kind of institution can help students become independent, creative, and active learners. The New College Classroom helps instructors in all disciplines create an environment that is truly conducive to learning. Davidson and Katopodis translate cutting-edge research in learning science and pedagogy into ready-to-use strategies to incorporate into any course. These empirically driven, classroom-tested techniques of active learning—from the participatory syllabus and ungrading to grab-and-go activities for every day of the term—have achieved impressive results at community colleges and research universities, on campus, online, and in hybrid settings. Extensive evidence shows that active-learning tools are more effective than conventional methods of instruction. Davidson and Katopodis explain how and why their approach works and provide detailed case studies of educators successfully applying active-learning techniques in their courses every day, ensuring that their students are better prepared for the world after college.
Book Synopsis The New College Classroom by : Cathy N. Davidson
Download or read book The New College Classroom written by Cathy N. Davidson and published by Harvard University Press. This book was released on 2022-08-30 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: What the latest science of learning tells us about inspiring, effective, and inclusive teaching at the college level. College instruction is stuck in the past. If a time traveler from a century ago arrived on today’s campuses, they would recognize only too well the listlessness of the lecture hall and the awkward silence of the seminar room. Yet we know how to do better. Cathy N. Davidson and Christina Katopodis, two of the world’s foremost innovators in higher education, turn to the latest research and methods to show how teachers at every kind of institution can help students become independent, creative, and active learners. The New College Classroom helps instructors in all disciplines create an environment that is truly conducive to learning. Davidson and Katopodis translate cutting-edge research in learning science and pedagogy into ready-to-use strategies to incorporate into any course. These empirically driven, classroom-tested techniques of active learning—from the participatory syllabus and ungrading to grab-and-go activities for every day of the term—have achieved impressive results at community colleges and research universities, on campus, online, and in hybrid settings. Extensive evidence shows that active-learning tools are more effective than conventional methods of instruction. Davidson and Katopodis explain how and why their approach works and provide detailed case studies of educators successfully applying active-learning techniques in their courses every day, ensuring that their students are better prepared for the world after college.
How do college writing teachers learn new ways to teach? Most current composition research focuses almost exclusively on student writers, ignoring the role the teacher plays in classroom development. Here is the first book to focus on college writing teachers and the ways in which they are affected by graduate rhetoric pedagogy courses. Wendy Bishop observed teachers enrolled in a doctoral seminar, titled "Teaching Basic Writing," and then conducted case studies of five of those teachers in their college writing classrooms to investigate how their teaching practices changed and how their previous professional and personal histories influenced their ability to make those changes.
Book Synopsis Something Old, Something New by : Wendy Bishop
Download or read book Something Old, Something New written by Wendy Bishop and published by SIU Press. This book was released on 1990-03-05 with total page 191 pages. Available in PDF, EPUB and Kindle. Book excerpt: How do college writing teachers learn new ways to teach? Most current composition research focuses almost exclusively on student writers, ignoring the role the teacher plays in classroom development. Here is the first book to focus on college writing teachers and the ways in which they are affected by graduate rhetoric pedagogy courses. Wendy Bishop observed teachers enrolled in a doctoral seminar, titled "Teaching Basic Writing," and then conducted case studies of five of those teachers in their college writing classrooms to investigate how their teaching practices changed and how their previous professional and personal histories influenced their ability to make those changes.
Book Synopsis The College Classroom by : Richard Dewey Mann
Download or read book The College Classroom written by Richard Dewey Mann and published by John Wiley & Sons. This book was released on 1970 with total page 408 pages. Available in PDF, EPUB and Kindle. Book excerpt:
