Screen LibraryScience teaching essentials : short guides to good practice /
Science Teaching Essentials: Short Guides to Good Practice serves as a reference manual for science faculty as they set up a new course, consider how to teach the course, figure out how to assess their students fairly and efficiently, and review and revise course materials. This book consists of a s...
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| Main Authors: | |
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| Corporate Authors: | |
| Published: |
Academic Press,
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| Publisher Address: | London : |
| Publication Dates: | [2019] |
| Literature type: | eBook |
| Language: | English |
| Subjects: | |
| Online Access: |
https://www.sciencedirect.com/science/book/9780128147023 |
| Summary: |
Science Teaching Essentials: Short Guides to Good Practice serves as a reference manual for science faculty as they set up a new course, consider how to teach the course, figure out how to assess their students fairly and efficiently, and review and revise course materials. This book consists of a series of short chapters that instructors can use as resources to address common teaching problems and adopt evidence-based pedagogies. By providing individual chapters that can be used independently as needed, this book provides faculty with a just-in-time teaching resource they can use to draft a new syllabus. This is a must-have resource for science, health science and engineering faculty, as well as graduate students and post-docs preparing for future faculty careers. |
| Carrier Form: | 1 online resource (192 pages) |
| Bibliography: | Includes bibliographical references and index. |
| ISBN: |
9780128147030 0128147032 |
| Index Number: | Q181 |
| CLC: | N4 |
| Contents: |
Front Cover; Science Teaching Essentials; Copyright Page; Praise for Science Teaching Essentials; Contents; Acknowledgments; Chapter Summaries; Section I: The Foundations; Chapter 1. Inclusive Teaching: Creating a Welcoming, Supportive Classroom Environment; Chapter 2. Course Design: Making Choices About Constructing Your Course; Chapter 3. Assignments and Exams: Tools to Promote Engagement, Learning, and Reflection; Section II: Keystone Teaching Practices; Chapter 4. Active Learning: The Student Work That Builds Understanding Chapter 5. Group Work: Using Cooperative Learning Groups EffectivelyChapter 6. Metacognitive Practices: Giving Students Tools to Be Selfdirected Learners; Chapter 7. Test-Enhanced Learning: Using Retrieval Practice to Help Students Learn. With Rachel E. Biel.; Section III: Pedagogy Toolbox; Chapter 8. Lecturing; Chapter 9. Flipping the Classroom; Chapter 10. Using Educational Videos; Chapter 11. Incorporating Research Into Courses. With Faith Rovenolt; Section IV: Fair and Transparent Grading Practices Chapter 12. Writing Exams: Good Practice for Writing Multiple Choice and Constructed Response Test QuestionsChapter 13. Rubrics: Tools to Make Grading More Fair and Efficient; Introduction; I. The Foundations; 1 Inclusive Teaching: Creating a Welcoming, Supportive Classroom Environment; What Is an Inclusive Classroom?; What Can Make a Learning Environment Chilly or Unsupportive?; How Does Creating a Supportive Environment Impact Learning?; How Do You Do It?; Conclusion; References; 2 Course Design: Making Choices About Constructing Your Course; What Are Principles to Guide Course Design? Consider the Big PictureLink the Big Picture to Practical Elements; Conclusion; References; Spotlight 1: Writing Learning Objectives Using Bloom's Taxonomy; Cognitive Processes: What Do You Want Your Students to Be Doing?; The Knowledge Domain: What Types of Knowledge Do We Want Our Students to Learn?; References; 3 Assignments and Exams: Tools to Promote Engagement, Learning, and Reflection; What Are the Principles to Guide Development of Assignments and Exams?; How Do You Do It?; Conclusion; References; Spotlight 2: Considerations for Syllabus Writing; References Spotlight 3: Making Our Courses Accessible: Universal Design for LearningReference; II. Keystone Teaching Practices; 4 Active Learning: The Student Work That Builds Understanding; What Is It? A Working Definition for Active Learning; What's the Theoretical Basis? Or, Why Should It Work?; Is There Evidence That It Works?; Why Is It Important? Making Your Class More Inclusive; What Are Techniques to Use?; Brief, Easy Supplements to Lecture; Activities to Replace Some Lecture; Other Approaches; How Should You Get Started?; Conclusion; References |