Syllabi for the Academic Years ... PDF Download

Author: American Society for the Extension of University Teaching
Publisher:
ISBN:
Category :
Languages : en
Pages : 842

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Author: American Society for the Extension of University Teaching
Publisher:
ISBN:
Category :
Languages : en
Pages : 246

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Author: Norman Eng
Publisher:
ISBN: 9780998587516
Category :
Languages : en
Pages :

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Author: L. Dee Fink
Publisher: John Wiley & Sons
ISBN: 0787971219
Category : Education
Languages : en
Pages : 317

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Book Description
Dee Fink poses a fundamental question for all teachers: "How can I create courses that will provide significant learning experiences for my students?" In the process of addressing this question, he urges teachers to shift from a content-centered approach to a learning-centered approach that asks "What kinds of learning will be significant for students, and how can I create a course that will result in that kind of learning?" Fink provides several conceptual and procedural tools that will be invaluable for all teachers when designing instruction. He takes important existing ideas in the literature on college teaching (active learning, educative assessment), adds some new ideas (a taxonomy of significant learning, the concept of a teaching strategy), and shows how to systematically combine these in a way that results in powerful learning experiences for students. Acquiring a deeper understanding of the design process will empower teachers to creatively design courses for significant learning in a variety of situations.

Author: Judith Grunert O'Brien
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 164

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When it was first published in 1997, The Course Syllabus became the gold standard reference for both new and experienced college faculty. Like the first edition, this book is based on a learner-centered approach. Because faculty members are now deeply committed to engaging students in learning, the syllabus has evolved into a useful, if lengthy, document. Today's syllabus provides details about course objectives, requirements and expectations, and also includes information about teaching philosophies, specific activities and the rationale for their use, and tools essential to student success.

Author: University of the State of New York. High School Department
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 224

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Author: John Warner
Publisher: JHU Press
ISBN: 1421427117
Category : Education
Languages : en
Pages : 285

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Book Description
An important challenge to what currently masquerades as conventional wisdom regarding the teaching of writing. There seems to be widespread agreement that—when it comes to the writing skills of college students—we are in the midst of a crisis. In Why They Can't Write, John Warner, who taught writing at the college level for two decades, argues that the problem isn't caused by a lack of rigor, or smartphones, or some generational character defect. Instead, he asserts, we're teaching writing wrong. Warner blames this on decades of educational reform rooted in standardization, assessments, and accountability. We have done no more, Warner argues, than conditioned students to perform "writing-related simulations," which pass temporary muster but do little to help students develop their writing abilities. This style of teaching has made students passive and disengaged. Worse yet, it hasn't prepared them for writing in the college classroom. Rather than making choices and thinking critically, as writers must, undergraduates simply follow the rules—such as the five-paragraph essay—designed to help them pass these high-stakes assessments. In Why They Can't Write, Warner has crafted both a diagnosis for what ails us and a blueprint for fixing a broken system. Combining current knowledge of what works in teaching and learning with the most enduring philosophies of classical education, this book challenges readers to develop the skills, attitudes, knowledge, and habits of mind of strong writers.

Author: William Germano
Publisher: Princeton University Press
ISBN: 0691192219
Category : Education
Languages : en
Pages : 232

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How redesigning your syllabus can transform your teaching, your classroom, and the way your students learn Generations of teachers have built their classes around the course syllabus, a semester-long contract that spells out what each class meeting will focus on (readings, problem sets, case studies, experiments), and what the student has to turn in by a given date. But what does that way of thinking about the syllabus leave out—about our teaching and, more importantly, about our students’ learning? In Syllabus, William Germano and Kit Nicholls take a fresh look at this essential but almost invisible bureaucratic document and use it as a starting point for rethinking what students—and teachers—do. What if a teacher built a semester’s worth of teaching and learning backward—starting from what students need to learn to do by the end of the term, and only then selecting and arranging the material students need to study? Thinking through the lived moments of classroom engagement—what the authors call “coursetime”—becomes a way of striking a balance between improv and order. With fresh insights and concrete suggestions, Syllabus shifts the focus away from the teacher to the work and growth of students, moving the classroom closer to the genuinely collaborative learning community we all want to create.

Author: University of the State of New York
Publisher:
ISBN:
Category :
Languages : en
Pages : 932

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Author: Pearson
Publisher: Pearson Education India
ISBN: 8131799891
Category :
Languages : en
Pages : 160

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Book Description
Special Education aims at presenting all the important topics of this subject in easy and functional English with an Indian perspective. It has been written keeping in mind the requirements of students of B. Ed or M. Ed. for their career enhancement. From mental retardation to superior intelligence and from sensory deviance to behaviour or with personality deviance, every topic has been covered in this book with brevity and meaningfulness. Special care has been taken to present the problems of disabled people in an eloquent manner so as to convince those who are in power and are involved in any way in decision making processes to take care of this segment of the society. With the support of these direct and indirect representatives of the people, disability will not remain a liability but an asset, provided that our approach to deal with these people is positive.