Center for Teaching & Learning's Library tagged learning →  View Popular

"The present study encompassed a review of previous research, quantitative
analysis of motivational data of 1,930 ACT Year 7 and Year 9 government school
students, interviews and focus groups with 97 students, and consultations with
teaching and executive

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learning teaching

"This Infobrief focuses on three key elements of high school redesign proposed by ASCD—personalized learning programs, multiple assessments, and implementation of professional development initiatives for teachers. Although individual schools and school di

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engagement motivation high-school learning

Centre for Teaching and Learning in Ireland. Good layout and organization.

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teaching learning

This essay investigates howteachers and Writing Program Administrators (WPAs) can use commonsbased
peer-to-peer technologies to change their roles, to alter writing instruction and literacy genres,
and to transform our processes of learning, writing, and

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pedagogy andragogy learning collaboration writing

Web 2.0 demonstrates conclusively, once again, that people love to talk to each other and that social connections are at our core. Humans, we educators must remind ourselves again and again, are social creatures. Learning is social; it is conversation. Fr

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learning teaching technology classroom

Pedagogy is the study of teaching methods, including the aims of education and the ways in which such goals may be achieved. The field relies heavily on educational psychology, or theories about the way in which learning takes place.\nYS

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pedagogy teaching&learning thinking learning

The idea that learning involves a deepening process of participation in a community of practice has gained significant ground in recent years. Communities of practice have also become an important focus within organizational development and have considera

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communities practice situated learning

Asynchronous discussions do not occur in "real time" but are more like bulletin boards to which comments and questions can be added by participants over time. Again, such fora are very useful in extending learning opportunities beyond the classroom but f

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online elearning learning discussion students groups edtech

Teaching in times of extended emergency requires careful preparation, creativity and flexibility. The following steps and linked pages will help instructors continue teaching even in a time of high absenteeism, and will help students keep up-to-date with

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pandemic flu outbreak teaching learning distance

A student stands up in the middle of class and starts brilliantly singing a broadway style musical addressed to the "Teach." The lyrics give voice to the silent frustration of students in large lecture halls. (Thanks to Diane Pike for finding and sharing

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video lecture teaching learning students

by L. Dee Fink, 2003
"What do I hope students will have learned, that will still be there and have value several years after the course is over?" Fink suggests that faculty start with that question and design backward (in Wiggins & McTighe's phrase) from outcomes, through evidence of them, to teaching strategies to achieve that result.

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instructionaldesign teaching learning backward design assessment

Was thinking about John's great work at the institute, and looked this up for easy access online (no ordeal of walking to my file cabinets required).\n\nBarr, R.B.

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teaching learning highered articles

Teaching Circles--Roster, Forms,

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teaching circles faculty learning communities forms facultydevelopment

What is a teaching circle?  A teaching circle is a group of 6-9 faculty members who will work closely together for one semester to focus on an issue(s) related to improving teaching and learning.  The circle is interdepartmental in nature and is self-dire

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faculty learning communities teaching circles facultydevelopment

by L. Dee Fink, a summary of key points in his 2003 book, Creating Significant Learning Experiences.

One of the first tasks teachers face when designing a course is deciding what they want students to learn or get out of their course. Students will alway

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instructionaldesign design teaching learning meaning outcomes

by L. Dee Fink, 2003
"What do I hope students will have learned, that will still be there and have value several years after the course is over?" Fink suggests that faculty start with that question and design backward (in Wiggins

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instructionaldesign teaching learning backward design assessment

Great single resource on every aspect of "combining face-to-face classroom instruction with online learning." Includes faculty resources, faculty viewpoints, course redesign ideas and tips, and resources for faculty developers and students!

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hybrid teaching learning online blended course design instructionaldesign facultydevelopment

By Gordon Hensley\nThis case study briefly explores the steps taken in creating a hybrid college course at Appalachian State University. To solve problems created by limited space, a hybrid course was created. The fifty-student course was created and taug

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hybrid online elearning design instructionaldesign sotl teaching learning outcomes

by George Kuh
Peer Review | Winter 2007
Good things go together. Students who talk about substantive matters with faculty and peers, are challenged to perform at high levels, and receive frequent feedback on their performance typically get better grades

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engagement impact outcomes learning students time

from the Tomorrow's Professor listserv, this posting summarizes neatly the main sources of research on student success.
The posting below gives some useful ideas on how to increase student engagement both in and out of the classroom. . It is by James L. C

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learning teaching engagement student success