Teaching and Learning STEM

PrefaceForeword1. Introduction to college teaching1.0. Welcome to the university, there's your office, good luck1.1. Making learning happen1.2. Learner-centered teaching: Definition, warning, and reassurance1.3. What's in this book?1.4. How to use the bookPART I: COURSE DESIGNInterlude. What do they need to know?2. Learning objectives: A foundation of effective teaching2.0. Introduction2.1. Writing and using course learning objectives2.1.1. Scopes of learning objectives2.1.2. Two keys to effective objectives: Clarity and observability2.1.3. Using objectives as study guides2.1.4. Why write objectives?2.1.5. Objections and responses.2.2. Bloom's Taxonomy of Educational Objectives2.3. Addressing prerequisite requirements and learning outcomes2.4. Ideas to take away2.5. Try this in your courseInterlude. Good cop/bad cop: Embracing contraries in teaching3. Planning courses3.0. Introduction3.1. Three steps to disaster, or, how not to approach a new course preparation3.2. A rational approach to course preparation and redesign3.3. Choosing a course text or content delivery system3.4. Formulating a course grading policy3.4.1. What should count toward the course grade, and by how much?3.4.2. To curve or not to curve?3.5. Writing a syllabus3.6. The critical first week3.6.1. Establish good relationships with and among your students3.6.2. Motivate students to learn what you will be teaching3.6.3. Establish effective communication with the students3.6.4. Establish your policies and expectations and make them clear to the students3.6.5. Test prerequisite knowledge and skills3.6.6. Start using formative assessment3.7. Ideas to take away3.8. Try this in your courseInterlude. How to write class session plans (or anything else)4. Planning class sessions4.0. Introduction4.1. Avoid common planning errors4.2. What's in a class session plan?4.3. Promote long-term memory storage, retrieval, and transfer of course content4.4. Two cornerstones of effective class sessions4.5. Plan good questions and activities4.6. Don't turn classes into slide shows and verbal avalanches4.7. Use handouts with gaps4.8. Planning undergraduate laboratory courses4.9. Ideas to take away4.10. Try this in your coursePART II: COURSE IMPLEMENTATION5. Elements of effective instruction5.0. Introduction5.1. Make class sessions effective5.2. Make pre-class assignments effective5.3. Don't be a slave to your session plans5.4. Keep improving your teaching5.5. Ideas to take away5.6. Try this in your courseInterlude. Meet your students: Aisha and Rachel6. Active learning6.0. Introduction6.1. What is active learning?6.2. Structures and formats of activities6.3. How well does active learning work? Why does it work?6.4. Active learning for problem solving6.5. Common mistakes6.6. Common concerns6.7. Active learning in recitations and flipped classrooms6.8. Ideas to take away6.9. Try this in your courseInterlude. Is technology a friend or foe of learning?7. Teaching with Technology7.0. Introduction7.1. Instructional technology tools7.2. Learning benefits of technology7.3. Setting up communications7.4. Integrating technology into instruction7.5. Blended learning and flipped classrooms7.6. Online courses7.6.1. Active learning in online courses7.6.2. Massive open online courses (MOOCs)7.7. Ideas to take away7.8. Try this in your courseInterlude. Meet your students: Michelle, Ryan, and Alex8. Evaluating learning8.0. Introduction8.1. Short-format questions8.1.1. Multiple-choice questions8.1.2. Short-answer questions8.2. Evaluating and promoting conceptual understanding8.2.1. Teaching concepts8.2.2. Misconceptions and ConcepTests8.2.3. Concept inventories8.3. Evaluating problem-solving skills8.3.1. Designing assignments8.3.2. Designing tests8.3.3. Helping students learn how to prepare for and take problem-solving tests8.3.4. Grading problem-solving tests8.4. Evaluating reports and presentations8.4.1. Grading forms: Checklists and rubrics8.4.2. Constructing a grading form for your course8.4.3. Using grading forms to promote skill development8.4.4. Peer review8.5. Ideas to take away8.6. Try this in your coursePART III: SKILL DEVELOPMENTInterlude. Meet your students: Stan and Nathan9. Problem-solving skills9.0. Introduction9.1. The long steep path from novice to expert9.2. Strategies for teaching expert problem-solving skills9.2.1. Teach students to classify problems9.2.2. Show the full problem-solving process, including metacognition9.2.3. Use problem chunking and TAPPS to promote metacognition9.2.4. Use repetition to promote automaticity9.2.5. Use interleaving and overlearning to provide repetition9.2.6. Promote your students' self-efficacy in the methods and skills you are teaching9.3. A structure for complex problem solving9.3.1. Define the problem9.3.2. Explore the problem9.3.3. Plan a solution9.3.4. Implement the plan9.3.5. Reflect on the solution9.4. Problem-based learning9.5. Ideas to take away9.6. Try this in your courseAppendix: Steps 4 and 5 of waste treatment problem solutionInterlude. Meet your students: Dave, Megan, and Roberto10. Professional skills10.0. Introduction10.1. How can professional skills be developed?10.2. Communication skills10.3. Creative thinking skills10.3.1. Brainstorming and brainwriting10.3.2. Explaining unexpected results10.3.3. Formulating problems10.3.4. Assessing creative thinking10.4. Critical thinking skills10.4.1. Make expectations clear10.4.2. Provide structure, modeling, and practice10.4.3. Assessing critical thinking10.5. Self-directed learning skills10.6. Project-based learning10.7. Creating a supportive environment for professional skill development10.8. Ideas to take away10.9. Try this in your courseInterlude. Sermons for grumpy campers11. Teamwork skills11.0. Introduction11.1. Cooperative learning11.2. How should teams be formed?11.2.1. Form teams yourself11.2.2. Criteria for team formation11.2.3. Team-forming procedures11.2.4. Dissolving and reforming teams11.3. What can teams be asked to do?11.3.1. Problem sets11.3.2. Team projects and Jigsaw11.3.3. TBL, PLTL, and POGIL11.4. Turning student groups into high-performance teams11.4.1. Preview and explain your policies and expectations11.4.2. Promote positive interdependence11.4.3. Establish individual accountability11.4.4. Get teams to monitor their own performance11.4.5. CATME--An online teamwork support program11.5. Dealing with difficulties11.5.1. Defusing student resistance11.5.2. Dealing with dysfunctional teams11.6. Ideas to take away11.7. Try this in your course12. Learner-centered teaching revisited12.0. Introduction12.1. Aspects of student diversity12.1.1. Demographic diversity12.1.2. Approaches to learning12.1.3. Levels of intellectual development12.1.4. Learning styles12.1.5. Teaching to address diversity12.2. Inductive teaching and learning12.2.1. What can students be asked to do?12.2.2. Inductive teaching methods?12.2.3. Implementation tips12.3. Overview of learner-centered teaching12.4. Last wordsReferencesIndex... Mehr