Rethink traditional teaching methods to improve student learning and retention in STEM Educational research has repeatedly shown that compared to traditional teacher–centered instruction, certain learner–centered methods lead to improved learning outcomes, greater development of critical high–level skills, and increased retention in science, technology, engineering, and mathematics (STEM) disciplines. Teaching and Learning STEM presents a trove of practical research–based strategies for designing and teaching courses and assessing students? learning. The book draws on the authors? extensive backgrounds and decades of experience in STEM education and faculty development. Its engaging and well–illustrated descriptions will equip you to implement the strategies in your courses and to deal effectively with problems (including student resistance) that might occur in the implementation. The book will help you: Plan and conduct class sessions in which students are actively engaged, no matter how large the class is Make good use of technology in face–to–face, online, and hybrid courses and flipped classrooms Assess how well students are acquiring the knowledge, skills, and conceptual understanding the course is designed to teach Help students develop expert problem–solving skills and skills in communication, creative thinking, critical thinking, high–performance teamwork, and self–directed learning Meet the learning needs of STEM students with a broad diversity of attributes and backgrounds The strategies presented in Teaching and Learning STEM don?t require revolutionary time–intensive changes in your teaching, but rather a gradual integration of traditional and new methods. The result will be continual improvement in your teaching and your students? learning. INDICE: Preface .Foreword .1. Introduction to college teaching .1.0. Welcome to the university, there s your office, good luck .1.1. Making learning happen .1.2. Learner–centered teaching: Definition, warning, and reassurance .1.3. What s in this book? .1.4. How to use the book .PART I: COURSE DESIGN .Interlude. What do they need to know? .2. Learning objectives: A foundation of effective teaching .2.0. Introduction .2.1. Writing and using course learning objectives .2.1.1. Scopes of learning objectives .2.1.2. Two keys to effective objectives: Clarity and observability .2.1.3. Using objectives as study guides .2.1.4. Why write objectives? .2.1.5. Objections and responses. .2.2. Bloom s Taxonomy of Educational Objectives .2.3. Addressing prerequisite requirements and learning outcomes .2.4. Ideas to take away .2.5. Try this in your course .Interlude. Good cop/bad cop: Embracing contraries in teaching .3. Planning courses .3.0. Introduction .3.1. Three steps to disaster, or, how not to approach a new course preparation .3.2. A rational approach to course preparation and redesign .3.3. Choosing a course text or content delivery system .3.4. Formulating a course grading policy .3.4.1. What should count toward the course grade, and by how much? .3.4.2. To curve or not to curve? .3.5. Writing a syllabus .3.6. The critical first week .3.6.1. Establish good relationships with and among your students .3.6.2. Motivate students to learn what you will be teaching .3.6.3. Establish effective communication with the students .3.6.4. Establish your policies and expectations and make them clear to the students .3.6.5. Test prerequisite knowledge and skills .3.6.6. Start using formative assessment .3.7. Ideas to take away .3.8. Try this in your course .Interlude. How to write class session plans (or anything else) .4. Planning class sessions .4.0. Introduction .4.1. Avoid common planning errors .4.2. What s in a class session plan? .4.3. Promote long–term memory storage, retrieval, and transfer of course content .4.4. Two cornerstones of effective class sessions .4.5. Plan good questions and activities .4.6. Don t turn classes into slide shows and verbal avalanches .4.7. Use handouts with gaps .4.8. Planning undergraduate laboratory courses .4.9. Ideas to take away .4.10. Try this in your course .PART II: COURSE IMPLEMENTATION .5. Elements of effective instruction .5.0. Introduction .5.1. Make class sessions effective .5.2. Make pre–class assignments effective .5.3. Don t be a slave to your session plans .5.4. Keep improving your teaching .5.5. Ideas to take away .5.6. Try this in your course .Interlude. Meet your students: Aisha and Rachel .6. Active learning .6.0. Introduction .6.1. What is active learning? .6.2. Structures and formats of activities .6.3. How well does active learning work? Why does it work? .6.4. Active learning for problem solving .6.5. Common mistakes .6.6. Common concerns .6.7. Active learning in recitations and flipped classrooms .6.8. Ideas to take away .6.9. Try this in your course .Interlude. Is technology a friend or foe of learning? .7. Teaching with Technology .7.0. Introduction .7.1. Instructional technology tools .7.2. Learning benefits of technology .7.3. Setting up communications .7.4. Integrating technology into instruction .7.5. Blended learning and flipped classrooms .7.6. Online courses .7.6.1. Active learning in online courses .7.6.2. Massive open online courses (MOOCs) .7.7. Ideas to take away .7.8. Try this in your course .Interlude. Meet your students: Michelle, Ryan, and Alex .8. Evaluating learning .8.0. Introduction .8.1. Short–format questions .8.1.1. Multiple–choice questions .8.1.2. Short–answer questions .8.2. Evaluating and promoting conceptual understanding .8.2.1. Teaching concepts .8.2.2. Misconceptions and ConcepTests .8.2.3. Concept inventories .8.3. Evaluating problem–solving skills .8.3.1. Designing assignments .8.3.2. Designing tests .8.3.3. Helping students learn how to prepare for and take problem–solving tests .8.3.4. Grading problem–solving tests .8.4. Evaluating reports and presentations .8.4.1. Grading forms: Checklists and rubrics .8.4.2. Constructing a grading form for your course .8.4.3. Using grading forms to promote skill development .8.4.4. Peer review .8.5. Ideas to take away .8.6. Try this in your course .PART III: SKILL DEVELOPMENT .Interlude. Meet your students: Stan and Nathan .9. Problem–solving skills .9.0. Introduction .9.1. The long steep path from novice to expert .9.2. Strategies for teaching expert problem–solving skills .9.2.1. Teach students to classify problems .9.2.2. Show the full problem–solving process, including metacognition .9.2.3. Use problem chunking and TAPPS to promote metacognition .9.2.4. Use repetition to promote automaticity .9.2.5. Use interleaving and overlearning to provide repetition .9.2.6. Promote your students self–efficacy in the methods and skills you are teaching .9.3. A structure for complex problem solving .9.3.1. Define the problem .9.3.2. Explore the problem .9.3.3. Plan a solution .9.3.4. Implement the plan .9.3.5. Reflect on the solution .9.4. Problem–based learning .9.5. Ideas to take away .9.6. Try this in your course .Appendix: Steps 4 and 5 of waste treatment problem solution .Interlude. Meet your students: Dave, Megan, and Roberto .10. Professional skills .10.0. Introduction .10.1. How can professional skills be developed? .10.2. Communication skills .10.3. Creative thinking skills .10.3.1. Brainstorming and brainwriting .10.3.2. Explaining unexpected results .10.3.3. Formulating problems .10.3.4. Assessing creative thinking .10.4. Critical thinking skills .10.4.1. Make expectations clear .10.4.2. Provide structure, modeling, and practice .10.4.3. Assessing critical thinking .10.5. Self–directed learning skills .10.6. Project–based learning .10.7. Creating a supportive environment for professional skill development .10.8. Ideas to take away .10.9. Try this in your course .Interlude. Sermons for grumpy campers .11. Teamwork skills .11.0. Introduction .11.1. Cooperative learning .11.2. How should teams be formed? .11.2.1. Form teams yourself .11.2.2. Criteria for team formation .11.2.3. Team–forming procedures .11.2.4. Dissolving and reforming teams .11.3. What can teams be asked to do? .11.3.1. Problem sets .11.3.2. Team projects and Jigsaw .11.3.3. TBL, PLTL, and POGIL .11.4. Turning student groups into high–performance teams .11.4.1. Preview and explain your policies and expectations .11.4.2. Promote positive interdependence .11.4.3. Establish individual accountability .11.4.4. Get teams to monitor their own performance .11.4.5. CATME An online teamwork support program .11.5. Dealing with difficulties .11.5.1. Defusing student resistance .11.5.2. Dealing with dysfunctional teams .11.6. Ideas to take away .11.7. Try this in your course .12. Learner–centered teaching revisited .12.0. Introduction .12.1. Aspects of student diversity .12.1.1. Demographic diversity .12.1.2. Approaches to learning .12.1.3. Levels of intellectual development .12.1.4. Learning styles .12.1.5. Teaching to address diversity .12.2. Inductive teaching and learning .12.2.1. What can students be asked to do? .12.2.2. Inductive teaching methods? .12.2.3. Implementation tips .12.3. Overview of learner–centered teaching .12.4. Last words .References .Index
- ISBN: 978-1-118-92581-2
- Editorial: Jossey Bass
- Encuadernacion: Cartoné
- Páginas: 352
- Fecha Publicación: 06/04/2016
- Nº Volúmenes: 1
- Idioma: Inglés