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Book
xiv, 209 pages : illustrations ; 24 cm
  • Practical benefits of course design
  • Backward design
  • Learning outcomes
  • Removing barriers to critical thinking
  • Content, part 1 : guiding questions and concepts
  • Assessment, part 1 : educative assessment
  • Assessment, part 2 : rubrics
  • Content, part 2 : learning experiences
  • Course design document
  • Implementing course design with online technology
  • References
  • Appendix: PY-624 : Theories of motivation.
Edmund Hansen shows faculty how college courses need to be designed! Hansen has the blueprint we all need to follow if we are to put together courses that will produce meaningful and long-lasting learning for our students."--Terry Doyle, Faculty Center for Teaching & Learning, Ferris State UniversityIdea-based Learning takes as its point of departure the big conceptual ideas of a discipline that give structure and unity to a course and even to the curriculum, as opposed to a focus on content that can lead to teaching sequences of loosely-related topics; and aligns with notions of student-centered and outcomes-based learning environments.Adopting a backwards design model, it begins with three parallel processes: first, identifying the material that is crucial for conceptual understanding; second, articulating a clear rationale for how to choose learning outcomes based on student needs and intellectual readiness; and finally, aligning the learning outcomes with the instructional requirements of the authentic performance tasks. The resulting syllabi ensure cohesion between sections of the same course as well as between courses within a whole curriculum, assuring the progressive development of students skills and knowledge.".
(source: Nielsen Book Data)9781579226145 20160619
Law Library (Crown)
LAW-7841-01, LAW-7841-01, LAW-7841-01
Book
xxii, 301 p. : ill. ; 24 cm.
  • List of Figures, Tables, and Exhibits. Foreword ( Richard E. Mayer ). Acknowledgments. About the Authors. Introduction Bridging Learning Research and Teaching Practice. 1 How Does Students' Prior Knowledge Affect Their Learning? 2 How Does the Way Students Organize Knowledge Affect Their Learning? 3 What Factors Motivate Students to Learn? 4 How Do Students Develop Mastery? 5 What Kinds of Practice and Feedback Enhance Learning? 6 Why Do Student Development and Course Climate Matter for Student Learning? 7 How Do Students Become Self-Directed Learners? Conclusion Applying the Seven Principles to Ourselves. Appendices. Appendix A What Is Student Self-Assessment and How Can We Use It? Appendix B What Are Concept Maps and How Can We Use Them? Appendix C What Are Rubrics and How Can We Use Them? Appendix D What Are Learning Objectives and How Can We Use Them? Appendix E What Are Ground Rules and How Can We Use Them? Appendix F What Are Exam Wrappers and How Can We Use Them? Appendix G What Are Checklists and How Can We Use Them? Appendix H What Is Reader Response/Peer Review and How Can We Use It? References. Name Index. Subject Index.
  • (source: Nielsen Book Data)9780470484104 20160604
Distilling the research literature and translating the scientific approach into language relevant to a college or university teacher, this book introduces seven general principles of how students learn. The authors have drawn on research from a breadth of perspectives (cognitive, developmental, and social psychology; educational research; anthropology; demographics; organizational behavior) to identify a set of key principles underlying learning, from how effective organization enhances retrieval and use of information to what impacts motivation. Integrating theory with real-classroom examples in practice, this book helps faculty to apply cognitive science advances to improve their own teaching.
(source: Nielsen Book Data)9780470484104 20160604
Law Library (Crown)
LAW-7841-01, LAW-7841-01