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Author: David Pace
Publisher: Indiana University Press
ISBN: 025302465X
Category : Education
Languages : en
Pages : 178
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Book Description
Teaching and learning in a college setting has never been more challenging. How can instructors reach out to their students and fully engage them in the conversation? Applicable to multiple disciplines, the Decoding the Disciplines Paradigm offers a radically new model for helping students respond to the challenges of college and provides a framework for understanding why students find academic life so arduous. Teachers can help their pupils overcome obstacles by identifying bottlenecks to learning and systematically exploring the steps needed to overcome these obstacles. Often, experts find it difficult to define the mental operations necessary to master their discipline because they have become so automatic that they are invisible. However, once these mental operations have been made explicit, the teacher can model them for students, create opportunities for practice and feedback, manage additional emotional obstacles, assess results, and share what has been learned with others.
Author: David Pace
Publisher: Indiana University Press
ISBN: 025302465X
Category : Education
Languages : en
Pages : 178
Get Book Here
Book Description
Teaching and learning in a college setting has never been more challenging. How can instructors reach out to their students and fully engage them in the conversation? Applicable to multiple disciplines, the Decoding the Disciplines Paradigm offers a radically new model for helping students respond to the challenges of college and provides a framework for understanding why students find academic life so arduous. Teachers can help their pupils overcome obstacles by identifying bottlenecks to learning and systematically exploring the steps needed to overcome these obstacles. Often, experts find it difficult to define the mental operations necessary to master their discipline because they have become so automatic that they are invisible. However, once these mental operations have been made explicit, the teacher can model them for students, create opportunities for practice and feedback, manage additional emotional obstacles, assess results, and share what has been learned with others.
Author: Janice Miller-Young
Publisher: John Wiley & Sons
ISBN: 1119431654
Category : Education
Languages : en
Pages : 100
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Book Description
Decoding the Disciplines, a program designed to help instructors increase learning in their courses, provides a framework for identifying and remedying course elements that are most problematic for students. Decoding is a seven-step process in which instructors: 1. identify a bottleneck of learning, 2. make explicit the mental operations required to overcome the obstacle, 3. model the required steps for students, 4. give them practice at these skills, 5. deal with emotional bottlenecks that interfere with learning, 6. assess the success of their efforts, and 7. share the results. Providing detailed information so that readers may develop effective models of practice, this volume provides examples and evidence of the ways the framework has been applied across disciplines and used to inform teaching, curriculum, and pedagogical research initiatives. It outlines how various communities of practice got started, describes the analyses of three different collections of Decoding interviews, extends the Decoding framework using different theoretical lenses, and connects the learning to practical applications for teachers and scholars in higher education. This is the 150th volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.
Author: Joan K. Middendorf
Publisher:
ISBN: 9781003446255
Category : Critical thinking
Languages : en
Pages : 0
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Book Description
"Decoding the Disciplines is a widely-used and proven methodology that prompts teachers to identify the bottlenecks - the places where students get stuck - that impede learners' paths to expert thinking in a discipline. The process is based on recognizing the gap between novice learning and expert thinking, and uncovering tacit knowledge that may not be made manifest in teaching. Through 'decoding', implicit expert knowledge can be turned into explicit mental tasks, and made available to students. This book presents a seven-step process for uncovering bottlenecks and determining the most effective way to enable students to surmount them. The authors explain how to apply the seven steps of Decoding the Disciplines - how to identify bottlenecks, unpack the critical thinking of experts, teach students how to do this kind of thinking, and how to evaluate the degree to which students have learned to do it. They provide in-depth descriptions of each step and, at the end of each chapter, at least one exercise the reader can do on his or her own. Because the decoding process works well with groups, they also provide exercises for leading groups through the process, making available to informal groups as well as groups led by professional developers, the tools to transform their understanding of teaching and learning by getting the student view that they refer to as 'the bottleneck perspective'. Because it focuses on the mental moves that underlie the cognitive competencies we want students to develop, spelling out what critical thinking consists of for any field, the methodology helps teachers to get beyond focus on content delivery and transmission and provides criteria to select from the bewildering array of teaching tools the methods most appropriate to what they are teaching. This is a book for faculty who want their students to develop disciplinary forms of reasoning, and are moreover interested in a methodology with the potential to transform and reinvigorate their teaching."--Provided by publisher.
Author: Karen Manarin
Publisher: Indiana University Press
ISBN: 0253058732
Category : Education
Languages : en
Pages : 282
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Book Description
Reading Across the Disciplines offers a collection of twelve essays detailing a range of approaches to dealing with students' reading needs at the college level. Transforming reading in higher education requires more than individual faculty members working on SoTL projects in their particular fields. Teachers need to consider reading across the disciplines. In this collection, authors from Australia and North America, teaching in a variety of disciplines, explore reading in undergraduate courses, doctoral seminars, and faculty development activities. By paying attention to the particular classroom and placing those observations in conversation with scholarly literature, they create new knowledge about reading in higher education from disciplinary and cross-disciplinary perspectives. Reading Across the Disciplines demonstrates how existing research about reading can be applied to specific classroom contexts, offering models for faculty members whose own research interests may lie elsewhere but who believe in the importance of reading.
Author: Julie A. Timmermans
Publisher: BRILL
ISBN: 9004419977
Category : Education
Languages : en
Pages : 402
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Book Description
Since the first literature about the Threshold Concepts Framework was published in 2003, a considerable body of educational research into this topic has grown internationally across a wide range of disciplines and professional fields. Successful negotiation of a threshold concept can be seen as crossing boundaries into new conceptual space, or as a portal opening up new and previously inaccessible ways of thinking about something. In this unfamiliar conceptual terrain, fresh insights and perceptions come into view, and access is gained to new discourses. This frequently entails encounters with ‘troublesome knowledge’, knowledge which provokes a liminal phase of transition in which new understandings must be integrated and, importantly, prior conceptions relinquished. There is often double trouble, in that letting go of a prevailing familiar view frequently involves a discomfiting change in the subjectivity of the learner. We become what we know. It is a space in which the learner might become ‘stuck’. Threshold Concepts on the Edge, the fifth volume in a series on this subject, discusses the new directions of this research. Its six sections address issues that arise in relation to theoretical development, liminal space, ontological transformations, curriculum, interdisciplinarity and aspects of writing across learning thresholds.
Author: Bobby Tait
Publisher: Springer Nature
ISBN: 3030356299
Category : Education
Languages : en
Pages : 268
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Book Description
This book constitutes the refereed proceedings of the 48th Annual Conference of the Southern African Computer Lecturers' Association on ICT Education, SACLA 2019, held in Northern Drakensberg, South Africa, in July 2019. The 16 revised full papers presented were carefully reviewed and selected from 57 submissions. The papers are organized in following topical sections: computer programming education; system security education; software engineering education; education of post-graduate research-students; our students, our profession.
Author:
Publisher: BRILL
ISBN: 9004680667
Category : Education
Languages : en
Pages : 551
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Book Description
In the twenty years since Ray Land and Erik Meyer published their first paper on Threshold Concepts, there has been a steady stream of papers mulling over their original suggestions that learning, far from proceeding in an orderly fashion, is instead a process of struggle – perhaps alienation and confusion – that puts students in a troublesome liminal ‘in-between’ state. As their understanding develops, liminality gives way to transformational insight whereby a whole field of study comes, often quite abruptly, into focus. There is a gain but often also a loss: in this new world, old certainties, assumptions and even aspects of our identity can be left by the wayside. Threshold Concepts in the Moment is the sixth collection in the series on the subject of Threshold Concepts, following the 8th Biennial Conference held in 2021, anchored at London’s UCL but running online across the world. Its contributors, who range from ‘old hands’ to new members of the community finding their feet, mull over the insights of the threshold concepts framework in higher education, scrutinise their own fields of study, explore the implications of liminality for pedagogy and becoming professional practitioners, and consider the broad implications for pedagogy of factoring in the troublesomeness of knowledge and learning.
Author: Wai Sze Leung
Publisher: Springer Nature
ISBN: 3030950034
Category : Education
Languages : en
Pages : 171
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Book Description
This book constitutes the refereed proceedings of the 50th Annual Conference of the Southern African Computer Lecturers' Association on ICT Education, SACLA 2021, held in Johannesburg, South Africa in July 2021. The 9 revised full papers presented were carefully reviewed and selected fromthe 23 submissions. One invited paper was also included in this volume. The papers are organized in following topical sections: past, present and future; teaching innovation; teaching methods and strategies.
Author: Jacqueline Dewar
Publisher: Oxford University Press
ISBN: 0192554433
Category : Science
Languages : en
Pages : 195
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Book Description
The Scholarship of Teaching and Learning: A Guide for Scientists, Engineers, and Mathematicians shows college and university faculty members how to draw on their disciplinary knowledge and teaching experience to investigate questions about student learning. It takes readers all the way through the inquiry process beginning with framing a research question and selecting a research design, moving on to gathering and analyzing evidence, and finally to making the results public. Numerous examples are provided at each stage, many from published studies of teaching and learning in science, engineering, or mathematics. At strategic points, short sets of questions prompt readers to pause and reflect, plan, or act. These questions are derived from the authors' experience leading many workshops in the United States and Canada on how to do the scholarship of teaching and learning (SoTL). The taxonomy of SoTL questions-What works? What is? What could be?-that emerged from the SoTL studies undertaken by scholars in the Carnegie Academic for the Scholarship of Teaching and Learning serves as a framework at many stages of the inquiry process. The book addresses the issue of evaluating and valuing this work, including implications for junior faculty who wish to engage in SoTL. The authors explain why SoTL should be of interest to STEM (science, technology, engineering, and mathematics) faculty at all types of higher education institutions, including faculty members active in traditional STEM research. They also give their perspective on the benefits of SoTL to faculty, to their institutions, to the academy, and to students.
Author: Pat Hutchings
Publisher: John Wiley & Sons
ISBN: 1118086708
Category : Education
Languages : en
Pages : 282
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Book Description
Praise for The Scholarship of Teaching and Learning Reconsidered "A worthy capstone that pulls together two decades of Carnegie Foundation projects on the scholarship of teaching and learning. The authors review the genesis of these ideas and envision a future of continued integration of a culture of evidence in the world's universities and colleges. Projects end but the work continues." —Lee S. Shulman, president emeritus, The Carnegie Foundation for the Advancement of Teaching, and Charles E. Ducommun Professor of Education emeritus, Stanford University "This book captures the most important lessons from a decade of thoughtful experimentation with methods to improve the learning outcomes of American college students. The authors have deep experience in institutionalizing various approaches that have been devised and endorsed by faculty in many kinds of higher education settings. It will be a manual for those seeking to improve their own teaching and learning outcomes." —Katharine Lyall, president emerita, University of Wisconsin System "The authors recount the history of research into one's own teaching, further develop its conceptualization, and make recommendations for how to bring it into the mainstream. Collectively, they have been at the center of the movement and have written, spoken, strategized, and organized conversations and scholarly work on the topic for many years. They present rich examples from many different environments and an unwavering vision of the benefits of the scholarship of teaching and learning and its potential." —Nancy Chism, Indiana University School of Education, Indianapolis "This book reframes the literature on the scholarship of teaching and learning, faculty development, assessment, and the future of higher education. The writing sparkles with fresh analysis on teaching, learning, academic culture, and the possibilities for change. This book will help both individual faculty and entire institutions to enhance scholarly teaching and to deepen student learning." —Peter Felten, assistant provost and director, Center for the Advancement of Teaching and Learning, and associate professor of history, Elon University
