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Author: Gwynn Dujardin
Publisher: Center for Democracy/Citizenship Educ
ISBN: 9781946684080
Category : Literature
Languages : en
Pages : 0
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Book Description
Intro -- Contents -- Introduction - James M. Lang -- Part One: Pedagogies -- Chapter 1 - Mapping the Literature Survey -- Chapter 2 - Creative Imitation: The Survey as an Occasion for Emulating Style -- Chapter 3 - Bingo Pedagogy: Team-based Learning and the Literature Survey -- Chapter 4 - Extended Engagement: In Praise of Breadth -- Part Two: Projects -- Chapter 5 - Reacting to the Past in the Survey Course: Teaching the Stages of Power: Marlowe and Shakespeare, 1592 Game -- Chapter 6 - The Blank Survey Syllabus -- Chapter 7 - Errant Pedagogy in the Early Modern Classroom, or Prodigious Misreadings in and of the Renaissance -- Chapter 8 - Digital Tools, New Media, and the Literature Survey -- Part Three - Programs -- Chapter 9 - Thematic Organization and the First-Year Literature Survey -- Chapter 10 - Fear and Learning in the Historical Survey Course -- Chapter 11 - The Survey as Pedagogical Training and Academic Job Credential -- Chapter 12 - Re-Visioning the American Literature Survey for Teachers and Other Wide-Awake Humans -- Contributor Biographies -- Index
Author: Gwynn Dujardin
Publisher: Center for Democracy/Citizenship Educ
ISBN: 9781946684080
Category : Literature
Languages : en
Pages : 0
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Book Description
Intro -- Contents -- Introduction - James M. Lang -- Part One: Pedagogies -- Chapter 1 - Mapping the Literature Survey -- Chapter 2 - Creative Imitation: The Survey as an Occasion for Emulating Style -- Chapter 3 - Bingo Pedagogy: Team-based Learning and the Literature Survey -- Chapter 4 - Extended Engagement: In Praise of Breadth -- Part Two: Projects -- Chapter 5 - Reacting to the Past in the Survey Course: Teaching the Stages of Power: Marlowe and Shakespeare, 1592 Game -- Chapter 6 - The Blank Survey Syllabus -- Chapter 7 - Errant Pedagogy in the Early Modern Classroom, or Prodigious Misreadings in and of the Renaissance -- Chapter 8 - Digital Tools, New Media, and the Literature Survey -- Part Three - Programs -- Chapter 9 - Thematic Organization and the First-Year Literature Survey -- Chapter 10 - Fear and Learning in the Historical Survey Course -- Chapter 11 - The Survey as Pedagogical Training and Academic Job Credential -- Chapter 12 - Re-Visioning the American Literature Survey for Teachers and Other Wide-Awake Humans -- Contributor Biographies -- Index
Author: James M. Lang
Publisher: John Wiley & Sons
ISBN: 1118944496
Category : Education
Languages : en
Pages : 272
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Book Description
Employ cognitive theory in the classroom every day Research into how we learn has opened the door for utilizing cognitive theory to facilitate better student learning. But that's easier said than done. Many books about cognitive theory introduce radical but impractical theories, failing to make the connection to the classroom. In Small Teaching, James Lang presents a strategy for improving student learning with a series of modest but powerful changes that make a big difference—many of which can be put into practice in a single class period. These strategies are designed to bridge the chasm between primary research and the classroom environment in a way that can be implemented by any faculty in any discipline, and even integrated into pre-existing teaching techniques. Learn, for example: How does one become good at retrieving knowledge from memory? How does making predictions now help us learn in the future? How do instructors instill fixed or growth mindsets in their students? Each chapter introduces a basic concept in cognitive theory, explains when and how it should be employed, and provides firm examples of how the intervention has been or could be used in a variety of disciplines. Small teaching techniques include brief classroom or online learning activities, one-time interventions, and small modifications in course design or communication with students.
Author: Ted Underwood
Publisher: Stanford University Press
ISBN: 0804788448
Category : Literary Criticism
Languages : en
Pages : 210
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Book Description
In the mid-nineteenth century, the study of English literature began to be divided into courses that surveyed discrete "periods." Since that time, scholars' definitions of literature and their rationales for teaching it have changed radically. But the periodized structure of the curriculum has remained oddly unshaken, as if the exercise of contrasting one literary period with another has an importance that transcends the content of any individual course. Why Literary Periods Mattered explains how historical contrast became central to literary study, and why it remained institutionally central in spite of critical controversy about literature itself. Organizing literary history around contrast rather than causal continuity helped literature departments separate themselves from departments of history. But critics' long reliance on a rhetoric of contrasted movements and fateful turns has produced important blind spots in the discipline. In the twenty-first century, Underwood argues, literary study may need digital technology in particular to develop new methods of reasoning about gradual, continuous change.
Author: David Damrosch
Publisher: Options for Teaching
ISBN:
Category : Education
Languages : en
Pages : 456
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Book Description
This is an exciting, and unsettling, time to be teaching world literature, writes David Damrosch. Because the range of works taught in world literature courses has expanded enormously, both historically and geographically, the task of selection—and of teacher preparation—has grown more challenging. Teachers of this field must grapple with such issues as coverage, cultural difference, and the role of translation in the classroom. Should one emphasize masterpieces or traditions, concepts or themes? How does one avoid making a work bear the burden of representing an entire tradition? To what extent should anthologies be used? Can a course be global in scope and yet focus on a few works, authors, moments? This collection of thirty-two essays in the MLA series Options for Teaching offers an array of solutions to these challenges, reflecting the wide variety of institutions, courses, and students described by the contributors. An annotated bibliography is provided, with a listing of useful Web sites.
Author: Susan A. Ambrose
Publisher: John Wiley & Sons
ISBN: 0470617608
Category : Education
Languages : en
Pages : 336
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Book Description
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
Author: Austin Sarat
Publisher: Modern Language Association of America
ISBN: 9781603290920
Category : Language Arts & Disciplines
Languages : en
Pages : 0
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Book Description
This volume provides a resource for teachers interested in learning about the field of law and literature and shows how to bring its insights to bear in their classrooms, both in the liberal arts and in law schools. Essays in the first section, "Theory and History of the Movement," provide a retrospective of the field and look forward to new developments. The second section, "Model Courses," offers readers an array of possibilities for structuring courses that integrate legal issues with the study of literature, from The Canterbury Tales to current prison literature. In "Texts," the third section, guidance is provided for teaching not only written documents (novels, plays, trial reports) but also cultural objects: digital media, Native American ceremonies, documentary theater, hip-hop. The volume's forty-one contributors investigate what constitutes law and literature and how each informs the other.
Author: James M. Lang
Publisher: Basic Books
ISBN: 1541699815
Category : Education
Languages : en
Pages : 254
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Book Description
Keeping students focused can be difficult in a world filled with distractions—which is why a renowned educator created a scientific solution to one of every teacher's biggest problems. Why is it so hard to get students to pay attention? Conventional wisdom blames iPhones, insisting that access to technology has ruined students' ability to focus. The logical response is to ban electronics in class. But acclaimed educator James M. Lang argues that this solution obscures a deeper problem: how we teach is often at odds with how students learn. Classrooms are designed to force students into long periods of intense focus, but emerging science reveals that the brain is wired for distraction. We learn best when able to actively seek and synthesize new information. In Distracted, Lang rethinks the practice of teaching, revealing how educators can structure their classrooms less as distraction-free zones and more as environments where they can actively cultivate their students' attention. Brimming with ideas and grounded in new research, Distracted offers an innovative plan for the most important lesson of all: how to learn.
Author: N. Scott Momaday
Publisher: UNM Press
ISBN: 082632696X
Category : Fiction
Languages : en
Pages : 104
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Book Description
First published in paperback by UNM Press in 1976, The Way to Rainy Mountain has sold over 200,000 copies. "The paperback edition of The Way to Rainy Mountain was first published twenty-five years ago. One should not be surprised, I suppose, that it has remained vital, and immediate, for that is the nature of story. And this is particularly true of the oral tradition, which exists in a dimension of timelessness. I was first told these stories by my father when I was a child. I do not know how long they had existed before I heard them. They seem to proceed from a place of origin as old as the earth. "The stories in The Way to Rainy Mountain are told in three voices. The first voice is the voice of my father, the ancestral voice, and the voice of the Kiowa oral tradition. The second is the voice of historical commentary. And the third is that of personal reminiscence, my own voice. There is a turning and returning of myth, history, and memoir throughout, a narrative wheel that is as sacred as language itself."--from the new Preface
Author: Albert D. Pionke
Publisher: Anthem Press
ISBN: 1783089350
Category : Education
Languages : en
Pages : 194
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Book Description
Designed for both first-time teachers of survey courses in later British literature and more experienced instructors seeking a new way to approach familiar material, ''Teaching Later British Literature' seeks to recapture the interconnectedness within and among Romantic, Victorian and Modern literature. Focusing on some of the defining historical, intellectual and artistic preoccupations that individual works explore in common with their literary peers, the book also invites teachers to help their students to rethink the criteria by which periods are defined and to reconceive the relationship between texts written within these periods. 'Teaching Later British Literature' is suitable for reading alongside any of the anthologies used in courses that survey the second half of British literature—from the advanced high school classroom to the lower-division university lecture hall—and seeks to complement their already robust content by offering teachers a synthetic and highly adaptable framework for guiding students through British literary history from the 1780s through the 1940s.
Author: Tarshia L. Stanley
Publisher: Modern Language Association
ISBN: 1603294163
Category : Language Arts & Disciplines
Languages : en
Pages : 221
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Book Description
Octavia E. Butler's works of science fiction invite readers to consider the structures of power in society and to ask what it means to be human. Butler addresses social justice issues such as poverty, racism, and violence against women and connects the history of slavery in the United States with speculation on a biologically altered future world. The first section of this volume, "Materials," lists secondary sources and interviews with Butler and suggests texts that instructors might pair with her works. Essays in the second section, "Approaches," situate Butler in science fiction, modernism, and Afrofuturism and provide interdisciplinary approaches from political science, philosophy, art, and digital humanities. The contributors present strategies for teaching Butler in literature courses as well as courses designed for adult learners, preservice teachers, and students at historically black colleges and universities.
