The Craft of College Teaching最新文献

{"title":"Experiential Learning","authors":"Robert Diyanni, A. Borst","doi":"10.23943/princeton/9780691183800.003.0009","DOIUrl":"https://doi.org/10.23943/princeton/9780691183800.003.0009","url":null,"abstract":"This chapter takes a look at experiential learning. The central idea of “experiential learning,” as the term suggests, is the process of learning through experience. The “learning” part requires an additional element: reflection. Thus, a fuller concept of experiential learning includes reflection about the learning experiences in which students participate. The teacher's responsibility is to create worthwhile educational experiences so that students will have something of value on which to reflect. Like active learning, experiential learning involves many different forms of student engagement. Experiential learning is learning by doing. In this kind of hands-on learning, students assume responsibility for their learning, taking control of both the learning experience and their reflection on it.","PeriodicalId":143699,"journal":{"name":"The Craft of College Teaching","volume":"140 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129040057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Active Learning","authors":"Jenkinson","doi":"10.2307/j.ctvp2n3jt.11","DOIUrl":"https://doi.org/10.2307/j.ctvp2n3jt.11","url":null,"abstract":"","PeriodicalId":143699,"journal":{"name":"The Craft of College Teaching","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127927922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Writing and Learning","authors":"Robert Diyanni, A. Borst","doi":"10.2307/j.ctvp2n3jt.23","DOIUrl":"https://doi.org/10.2307/j.ctvp2n3jt.23","url":null,"abstract":"This chapter is concerned with how writing can be used to enhance, extend, and deepen students' learning. Students normally think of writing as difficult and challenging—as a kind of work. And to some extent, it is. Even so, writing also has its pleasures, including the pleasure of discovery through the act of writing. One of writing's greatest pleasures is using one's minds actively and imaginatively—considering ideas, exploring them, and finding ways to express them effectively. Hence, the chapter shows that the teacher's goal is to help students experience writing as an opportunity to grow intellectually and imaginatively, to develop their thinking, and to enrich their learning. This can be done by designing assignments that engage them in meaningful, productive intellectual work. These assignments can often be linked with reading, another critical faculty that can help students develop.","PeriodicalId":143699,"journal":{"name":"The Craft of College Teaching","volume":"82 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141225276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"List of Illustrations","authors":"","doi":"10.2307/j.ctvp2n3jt.3","DOIUrl":"https://doi.org/10.2307/j.ctvp2n3jt.3","url":null,"abstract":"","PeriodicalId":143699,"journal":{"name":"The Craft of College Teaching","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126536714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching and Technology","authors":"Robert Diyanni, A. Borst","doi":"10.23943/princeton/9780691183800.003.0008","DOIUrl":"https://doi.org/10.23943/princeton/9780691183800.003.0008","url":null,"abstract":"This chapter talks about using technology in the classroom. The focus here is on principles and general tips and on proven tools and categories of technology rather than the latest technological development. The chapter explains that the teacher can consult the Internet or their institution's specialists for the latest in instructional technology. Here, the chapter argues that using technology in the classroom effectively begins with a question that on the surface has nothing to do with technology: What are your learning goals for your students? Once this question has been addressed, the teacher can move on to other concerns: what technology will most effectively help students reach their goals and what technology will allow the teacher to measure their progress.","PeriodicalId":143699,"journal":{"name":"The Craft of College Teaching","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122272021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Course, Syllabus, and Lesson Design","authors":"Robert Diyanni, A. Borst","doi":"10.2307/j.ctvp2n3jt.9","DOIUrl":"https://doi.org/10.2307/j.ctvp2n3jt.9","url":null,"abstract":"This chapter discusses course design. Teachers are required to design courses, syllabi, and lessons; activities, assignments, and assessments. This also includes a variety of teaching materials, from handouts to websites. Ultimately teachers are responsible for designing the kinds of experiences students will have in the classrooms. The chapter thus considers the primary pedagogical design responsibilities: courses, syllabi, units, and lessons; activities, assignments, experiences, and assessments. These design elements encapsulate the teacher's purpose in the classroom and reflects their pedagogical goals and how they might best be achieved. The key is to align them coherently with one another and with course learning goals.","PeriodicalId":143699,"journal":{"name":"The Craft of College Teaching","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116453327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Making Learning Last","authors":"Robert Diyanni, A. Borst","doi":"10.2307/j.ctvp2n3jt.13","DOIUrl":"https://doi.org/10.2307/j.ctvp2n3jt.13","url":null,"abstract":"This chapter confronts one of the biggest challenges facing college teachers and their students—making learning last beyond the immediate present. Learning is an acquired skill; it is not something people are naturally good at, especially the kinds of learning that school requires. Students thus have to learn how to learn. And as their learning becomes more complex, they need help in managing the acquisition of knowledge and skills. This chapter considers how to help students become meta-cognitive—more conscious of their learning and better able to learn how to learn. The chapter thus takes up some key questions about long-lasting learning. It explains why some study strategies work and others do not. It also identifies the conditions necessary for successful learning, along with principles and practices that guide and sustain effective, long-lasting learning. Finally, the chapter considers how to make learning itself an object of inquiry, exploring it from the perspective of strategic practice.","PeriodicalId":143699,"journal":{"name":"The Craft of College Teaching","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116359136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Motivating Student Learning","authors":"Robert Diyanni, A. Borst","doi":"10.23943/princeton/9780691183800.003.0002","DOIUrl":"https://doi.org/10.23943/princeton/9780691183800.003.0002","url":null,"abstract":"This chapter concerns motivation. It explains that motivation is critical for all learning. Without a real need or desire to learn something, whether acquiring information or developing a skill, learning does not last—if it takes place at all. Motiveless learning is shallow learning and does not take root as enduring knowledge in students' minds. The chapter debunks assumptions that, as teachers, all students will be interested in what is being taught. For teachers, after all, the appeal and value of their subject may be self-evident, but this is not the case for every student being taught, especially those new to a particular field. The chapter reveals ways in which teachers can bolster students' motivation to learn and help them succeed in classrooms and beyond.","PeriodicalId":143699,"journal":{"name":"The Craft of College Teaching","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125248017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Motivating Student Learning","authors":"M. Dowling","doi":"10.2307/j.ctvp2n3jt.7","DOIUrl":"https://doi.org/10.2307/j.ctvp2n3jt.7","url":null,"abstract":"After more than 20 years in various sales and marketing roles, I have recently changed careers to lecturing business studies subjects within the HETAC framework. I decided to use the opportunity to conduct an action research project to address student engagement and explore strategies to encourage the students to take ownership of the learning by engaging in classroom activities. My concern therefore resulted in the following action research question: ‘If students are encouraged to engage in open discussions regarding the course content, will this motivate them to take ownership of their own learning?’ The methodology applied in this research uses the five phases of Susmans action research model (1983). The five stages includes: diagnosing, action planning, taking action, evaluating, specifying learning and then repeating the process multiple times. I undertook two action research cycles to explore and respond to this question during a six week period which began in March 2011. My students were a small group (9 students) studying their 1st year of a higher certificate course in business studies. Having gathered data from cycle 1 and reflecting upon it, I commenced my second action research cycle responding to the learning and further needs which emerged during cycle 1. During this research I uncovered unexpected issues which are outlined in my findings: for example, differing learning cultures between second and third level education. I expect that the issues uncovered are not unique to my small group of students and other lecturers have had similar experiences and I hope that the recommendations provided in this report will be of use to the reader. Introduction Having worked in various management roles in sales and marketing for the past 15 years, I changed careers and have recently been appointed a teaching position at Griffith College Dublin. My students are studying for a higher certificate in business, stage 1 level 6 within the HETAC framework. Although I have provided many presentations in the course of my career, this is my first professional teaching role. My area of concern has arisen as a direct result of my experience as a mature student having returned to full-time education to complete my studies. I recently undertook a masters’ degree with the intention of gaining the necessary qualifications which would allow me to teach in higher education. During the course of my studies, my learning experience was very positive and I thoroughly enjoyed the process. However, I noted that in the majority of cases, the principle teaching approach adopted by my lecturers was one of knowledge transmission to the students, who in turn must absorb the information. Crucially, this approach was applied to the communication of expected learning outcomes and associated benefits for students, which were briefly mentioned but rarely reinforced. In my experience, this one directional knowledge transmission approach by teachers creates an authoritative enviro","PeriodicalId":143699,"journal":{"name":"The Craft of College Teaching","volume":"48 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133818713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Critical Thinking","authors":"Justin Anderson","doi":"10.2307/j.ctvp2n3jt.25","DOIUrl":"https://doi.org/10.2307/j.ctvp2n3jt.25","url":null,"abstract":"","PeriodicalId":143699,"journal":{"name":"The Craft of College Teaching","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134177399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}