Teaching
and Learning Forum
- Resources
TEACHING & LEARNING FORUM
VIDEO TAPES
Download
PDF File for Books, Audio & Video
(Available for checkout room 96
Library)
A PRIVATE UNIVERSE:
A simple yet dramatic
demonstration of how preconceived ideas can interfere with learning, a
bright high school student diagrams her answer to the question,
"Why is it warm in the summer?" She soon learns that her
theories, pieced together from elementary school science, are incorrect.
Yet even when she is given correct information, she can’t let go of
the previous ideas in her private universe. By
Mathew H. Schneps, Project Star, Harvard University.
ASSESSMENT TO IMPROVE STUDENT LEARNING AND DEVELOPMENT: A SHARED
RESPONSIBILITY: Presented live via satellite
from Kansas City, Missouri, Oct. 7, 1988.
COMMON FIRE: LIVES OF COMMITMENT IN A COMPLEX WORLD
(Includes
Teaching Version): A Terry Strauss
Production.
EVALUATION TEACHING PERFORMANCE: When Will We Ever Learn to Use What We
Know? Virginia Tidewater Consortium for
Higher Education, satellite downlink Nov. 14, 1997.
HOW TO BECOME AN OSCAR WINNING TEACHER: Satellite tele-conference, October 31, 1997.
I TAUGHT IT BUT THEY DIDN’T LEARN IT IV: SMALL TEACHING CHANGES; BIG
LEARNING GAINS: Starlink, November 5, 1998.
Dallas County Community College District, R. Jan LeCroy Center for
Educational Telecommunications.
INNOVATIVE LEARNING STRATEGIES Episode 101: Teaching and Learning PBS
Adult Learning Service.
INNOVATIVE LEARNING STRATEGIES Episode 102: Web Based Learning PBS
Adult Learning Service.
INNOVATIVE LEARNING STRATEGIES Episode 103: Cooperative Learning
PBS Adult
Learning Service.
INNOVATIVE LEARNING STRATEGIES Episode 104:
Paideia Learning Method PBS Adult
Learning Service.
INNOVATIVE LEARNING STRATEGIES Episode 105: Active Learning PBS Adult Learning Service.
INNOVATIVE LEARNING STRATEGIES Episode 106: Using the Web to Enhance
the Classroom PBS Adult Learning Service.
MAKING IT ALL ADD UP: This series
provides an overview of the AMATYC Standards and introduces the following
topics: Equity in the Classroom: Creating a Positive Learning Environment,
Math Study Skills, Collaborative Learning, The Graphing Calculator, Math
the Write Way and (from the original live video-conference) Equity in the
Classroom: Learning and Teaching Styles. Faculty
Development Programs, Houghton Mifflin Company & PBS Adult Learning
Service in cooperation with AMATYC.
MAPPING THE FUTURE: Satellite
downlink May 9, 1996. Institute for Academic Technology.
PUTTING YOUR COURSE ON LINE: Satellite
downlink November 13, 1997.
TECHNOLOGY IN TEACHING AND LEARNING: A GUIDE FOR ACADEMICS
1996.
THE TEACHER'S GIFT: AN ECLECTIC CELEBRATION Paul Pitts'
presentation of the Last Lecture on video, given April 14th 2004.
THINKING TOGETHER–COLLABORATIVE LEARNING IN SCIENCE Courses
that rely heavily on traditional teaching methods—lectures, rote
memorization, and unquestioning acceptance of course material—encourage
passive learning and may deny students an opportunity to develop a true
understanding of science. A group of science faculty members at Harvard
University experimented with new teaching techniques that stress student
participation as a means to enhance learning in their courses. Results
suggest that collaborative learning helps students to understand concepts
better and have more confidence in their work, especially students not
normally attracted to science. Thinking Together presents there models.
The classes were taped and their participants interviewed without a script
or rehearsal. A production
of the Derek Bok Center for Teaching and Learning, Harvard University.
USING THE WEB TO ENHANCE THE CLASSROOM PBS
satellite downlink, April 16, 1998.
WHAT STUDENTS WANT–Teaching From a Student’s Perspective: Teachers
often make assumptions about what motivates, excited and frustrates their
students. But how do students themselves view teaching? What do they find
exciting and frustrating in the classroom? How do they believe they learn
best, and what role do they believe faculty can play in the process? To
help answer these questions, the Derek Bok Center for Teaching and
Learning interviewed over forty Harvard undergraduates. The students
selected included freshmen and seniors, men and women, traditional and
minority students alike. "What Students Want" presents their
spontaneous, unscripted comments on many aspects of academic life. Among
the issues they raise are their preferred styles of lecturing and
discussion leading; amount and organization of the work load; relations
among students, professors, and teaching assistants; personal issues of
individuality, race, and gender; and their own definitions of good and bad
teaching. A production of the Derek Bok Center for Teaching and
Learning, Harvard University.
Contact the Forum at 801-626-7667 or email tlforum@weber.edu
FAVORITE LINKS
Visit the following links
supporting teaching & learning
We use them for ideas
and help on teaching and learning. Have fun searching, and let us know if you find other
good sites to add to our collection.
Teaching Learning & Technology Roundtable, Weber State University TLTR
Research, Scholarship, and Professional Growth Committee, Weber State
University http://weber.edu/facultysenate/rspg/
Berkeley Compendium of Suggestions for Teaching with Excellence http://teaching.berkeley.edu/compendium/
Office of Teaching Effectiveness & Innovation, Clemson University http://virtual.clemson.edu/groups/OTEI/
Teaching Effectiveness Program, University of Oregon http://darkwing.uoregon.edu/~tep/
Faculty Development Teaching Tips from Honolulu Community College http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm
Teaching Topics from the Center for Instruction Excellence, Purdue University
http://www.cie.purdue.edu/teaching/view.cfm?category=topic
Dr. Bradley W. Carroll, WSU Department of Physics has assembled a collection
of Resources for Teaching & Learning http://physics.weber.edu/carroll/personal/TEACHING.HTM
Ideas on natural learning and sample lesson plans Human Options
HIGHER EDUCATION NEWSLETTERS & OTHER INFORMATION
POD (Professional & Organizational Development) http://www.podnetwork.org
National Teaching & Learning Forum http://www.ntlf.com/
Association of American Colleges and Universities
http://www.aacu-edu.org/
Exchanges, the On-line Journal of Teaching and Learning, California State
University http://www.exchangesjournal.org/
Electronic Journal on Excellence in College Teaching, Miami University http://ject.lib.muohio.edu/
BYU Faculty Center http://www.byu.edu/fc/pages/fchomepg.html
Adult Education Resource and Information Service
http://aris.com.au
Assigning Course Grades (University of Illinois)
http://www.oir.uiuc.edu/dme/exams/ACG.html
Teaching Large Classes (links) University of Arkansas
http://comp.uark.edu/~rlee/teach/large.html
Global Campus
http://www.csulb.edu/gc/
Journal of Scholarship of Teaching and Learning http://www.iusb.edu/~josotl/
Diversity Digest from the Association of American Colleges and Universities http://www.diversityweb.org/Digest/index.html
National Institute for Science Education
http://www.wcer.wisc.edu/nise/cl1/
PBL Insight--Problem-Based Learning Newsletters http://www.samford.edu/pubs/pbl/
Program for Excellence in Teaching http://www.missouri.edu/~petwww/library/library.htm
Penn State Center for Excellence in Teaching & Learning http://www.psu.edu/celt/PST/pst.shtml
Course Design Links, Portland State University
http://www.pdx.edu/cae/course_design.html
New Tools for Teaching, University of Pennsylvania
http://ccat.sas.upenn.edu/jod/teachdemo/teachdemo.html
Office of Instructional Consultation, University of California http://www.id.ucsb.edu/IC/index.html
Education Resources Information Center (ERIC)
http://www.eric.ed.gov/
Suggestions for Teaching with Excellence
http://teaching.berkeley.edu/compendium/
Office of Teaching Effectiveness & Innovation
http://virtual.clemson.edu/groups/OTEI/
Teaching and Learning Resources, UT at Austin
http://www.utexas.edu/academic/cte/tl.html
TEACHING ON THE WEB
Global Campus http://www.csulb.edu/gc/
From Now On–The Educational Technology Journal http://www.fromnowon.org/
On the Horizon: The Environmental Scanning Publication for Educational Leaders
(Jossey-Bass) http://horizon.unc.edu/main.asp
ASSESSMENT
ERIC’s Clearinghouse on Assessment and Education http://ericae.net/
TWELVE GOOD PRACTICES
"What Research Says About Improving Undergraduate Education." AAHE
Bulletin, April 1996; also Ewell. P.T. and Jones, D., "Indicators of 'Good
Practice' in Undergraduate Education." NCHEMS, 1996.
Of the twelve "good practices" which research shows support student learning
the following are instructional (others being institutional and student behavior):
High expectations >
- faculty clearly
communicate these from the outset and then actively work to help students succeed.
Synthesizing Experiences >
- faculty
visibly require students to demonstrate the ability to connect key concepts and relate
appropriate skills.
Integrating Education and Experience >
- faculty
refer consistently to practice oriented or work-related applications of their subjects.
>Active Learning >
- faculty use
pedagogical techniques that require students to become actively engaged, such as
structured discussion, frequent writing, independent projects or theory
applications-related exercises and information gathering tasks.
Ongoing Practice of Learned Skills >
- practice
of skills in classroom assignments )especially in
writing and quantitative reasoning.
Assessment and Prompt Feedback >
- faculty quickly "turnaround" assignments and assess student performance to
identify individual weaknesses and how these might be improved; faculty use classroom
research to actively monitor how the class as a whole is progressing and make
modifications accordingly.
Collaborative Learning >
- faculty use
pedagogical techniques that require students to interact with one another, often in the
context of group research projects or problem-solving exercises.
Respect for Diverse Talents and Ways of Knowing >
- faculty focus on teaching methods that are receptive to a
full range of student learning styles and operations.
Frequent Faculty-Student Contact >
- faculty
interact frequently with students in formal and informal out-of-class settings such as
learning communities.
Just as we make public the scholarship of research, publication and
presentation, so we must make public the scholarship of teaching.
We make the scholarship of teaching public through documentation and
discussion.
The process of evaluating the scholarship of teaching should include:
- Materials prepared by the candidate (teaching portfolio).
- Peer teaching observation reports based on defined criteria.
- Interview/discussion between candidate and peer reviewers.
Contact the Forum at 801-626-7667 or email
tlforum@weber.edu |
|
Teaching
& Learning Forum