Blueprint for Learning: Constructing College Courses to Facilitate, Assess, and Document Learning

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Autor/in	Richlin, Laurie
Titel	Blueprint for Learning: Constructing College Courses to Facilitate, Assess, and Document Learning
Quelle	(2006), (160 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-57922-142-3
Schlagwörter	Leitfaden; Unterricht; Lehrer; Teaching Methods; Higher Education; Courses; Instructional Design; Educational Environment; Student Evaluation; Course Content; Educational Principles; Scholarship; College Faculty; College Students; Biology; Learning Theories; Cognitive Development; Multiple Intelligences; Teaching Styles; Cognitive Style; Classification; Student Motivation; Assignments; Ethics; Scoring Rubrics; Educational Resources; Educational Objectives; Measures (Individuals); Glossaries + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kursangebot; Lessonplan; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulnote; Studentische Bewertung; Kursprogramm; Bildungsprinzip; Scholarships; Stipendium; Fakultät; Collegestudent; Biologie; Learning theory; Lerntheorie; Kognitive Entwicklung; Intelligenz (Psy); Lehrstil; Unterrichtsstil; Cognitive styles; Kognitiver Stil; Classification system; Klassifikation; Klassifikationssystem; Schulische Motivation; Assignment; Auftrag; Zuweisung; Ethik; Scoring formulas; Auswertungsbogen; Bildungsmittel; Educational objective; Bildungsziel; Erziehungsziel; Messdaten; Glossary; Glossar
Abstract	Laurie Richlin has been running a workshop on course design for higher education for over fifteen years, modifying and improving it progressively from the feedback of participants, and from what they in turn have taught her. Her goals are to enable participants to appropriately select teaching strategies, to design and create the conditions and experiences that will enable their students to learn; and in the process to develop the scholarly scaffold to document their ongoing course design and achievements. This book familiarizes readers with course design elements; enables them to understand themselves as individuals and teachers; know their students; adapt to the learning environment; design courses that promote deep learning; and assess the impact of the teaching practices and design choices they have made. She provides tools to create a full syllabus, offers guidance on such issues as framing questions that encourage discussion, developing assignments with rubrics, and creating tests. The book is packed with resources that will help readers structure their courses and constitute a rich reference of proven ideas. What Laurie Richlin offers is a intellectual framework, set of tools and best practices to enable readers to design and continually reassess their courses to better meet their teaching goals and the learning needs of their students. After a preface and an introduction (Shirley Ronkowski), this book is divided into five sections and thirty-four chapters. Section I contains the following chapters: (1) Course (Re)design; (2) Scholarly Teaching and the Scholarship of Teaching and Learning; (3) Scholarly Design Process; (4) Professor; (5) Students; (6) Environment; and (7) Content. Section II contains the following chapters: (8) Facilitating Learning; (9) Biology of Learning; (10) Kolb Experiential Learning Cycle; (11) Gardner's Multiple Intelligences: Styles of Learning and Teaching; (12) Cognitive Development of College Students; (13) Bloom Taxonomies; Motivation; (14) Metaphors for the Teaching; Learning Connection; (15) Ethics of Teaching; and (16) Designing Learning Experiences. Section III, Assessing Learning, contains: (17) Grading Schemes and Policies; (18) From Goals to Assessment.; (19) Building in Feedback: Classroom Assessment Techniques; (20) Tests and Blueprints; and (21) Assignments and Rubrics. Section IV, Documenting Learning, contains the following chapters: (22) Syllabus; (23) Attachments; and (24) Explanation of Design Choices. Section V, Learning Resources and Planning Instruments, contains the final chapters: (25) Seven Principles for Good Practice in Undergraduate Education; (26) Learner-Centered Psychological Principles; (27) Course Portfolio Design: Syllabus, Attachments, and Explanation; (28) Revised Teaching Goals Inventory; (29) Sample Teaching Goals by Bloom Levels; (30) Grasha-Reichmann Student Learning Style Scales; (31) Grasha Teaching Styles Inventory: Version 3.0; (32) Instructional Script; (33) Ethical Principles in University Teaching; and (34) Rubrics for Portfolio. A Glossary of Course Design Terms and an Index is included. (ERIC).
Anmerkungen	Stylus Publishing, LLC. P.O. Box 605, Herndon, VA 20172-0605. Tel: 800-232-0223; Tel: 703-661-1581; Fax: 703-661-1501; e-mail: StylusMail@PressWarehouse.com; Web site: http://www.styluspub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10