Teaching Design

A Guide to Curriculum and Pedagogy for College Design Faculty and Teachers Who Use Design in Their Classrooms
Author: Meredith Davis
Publisher: Simon and Schuster
ISBN: 1621535312
Category: Design
Page: 216
View: 650
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An Expertly Written Guidebook to Teaching Design at All Levels Teaching Design provides a practical foundation for teaching about and through design. The exploding interest in design and design thinking calls for qualified faculty members who are well prepared for a variety of institutional settings and content areas. While designers know their disciplines, they frequently lack experience in constructing responsive curricula and pedagogies for rapidly evolving professions. And while K-12 educators are trained for the classroom, their ability to transform teaching and learning through design is limited by a shortfall in professional literature. Davis's extensive experience in education offers a detailed path for the development of curricula. The book addresses writing objectives and learning outcomes that succeed in the counting-and-measuring culture of institutions but also meet the demands of a twenty-first-century education. An inventory of pedagogical strategies suggests approaches to learning that serve both college professors and K-12 teachers who want to actively engage students in critical and creative thinking. Sections on assessment make the case for performance-based activities that provide credible evidence of student learning. Davis also discusses the nature of contemporary problems and teaching strategies that are well matched to growing complexity, rapid technological change, and increased demand for interdisciplinary engagement. Examples in Teaching Design span the design disciplines and draw on Davis's experience in teaching seminars for college faculty, graduate courses for design students seeking academic careers, and workshops for K-12 teachers converting their classrooms into centers for innovation.

Art Rooms as Centers for Design Education

Creativity and Innovation in K-12 Classrooms
Author: George Szekely
Publisher: Routledge
ISBN: 1317245288
Category: Education
Page: 174
View: 1519
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Merging the teaching of art innovation through design with traditional art media taught in K–12 art programs, this book introduces art theories and histories in design, offers classroom-tested pedagogical approaches that emphasize innovation, and includes a wealth of graphics and stories about bringing in curiosity, play, and creativity into the classroom. Interspersed with engaging personal narratives and anecdotes, George Szekely paints a picture of transformed art classrooms, and shows how art teachers can effectively foster student risk-taking and learning with new teaching pedagogies and methodologies. By breaking down how teacher encouragement and stimulating classroom environments can empower students and motivate them to challenge themselves, Szekely demonstrates how art rooms become sites where children act as critical makers and builders and are positioned to make major social contributions to the school and beyond.

Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications

Concepts, Methodologies, Tools, and Applications
Author: Management Association, Information Resources
Publisher: IGI Global
ISBN: 1466682477
Category: Education
Page: 1635
View: 9184
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Educational pedagogy is a diverse field of study, one that all educators should be aware of and fluent in so that their classrooms may succeed. Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications presents cutting-edge research on the development and implementation of various tools used to maintain the learning environment and present information to pupils as effectively as possible. In addition to educators and students of education, this multi-volume reference is intended for educational theorists, administrators, and industry professionals at all levels.

Teaching in Nursing

A Guide for Faculty
Author: Diane M. Billings,Judith A. Halstead
Publisher: Elsevier Health Sciences
ISBN: 032329054X
Category: Nursing
Page: 576
View: 7949
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Prepare for success as a nurse educator. Recommended by the National League for Nursing for comprehensive Certified Nurse Educator preparation, this resource is the only book of its kind to cover all three components of teaching: instruction, curriculum, and evaluation. As it walks you through the day-to-day challenges of teaching, it provides guidance on such topics curriculum and test development, diverse learning styles, the redesign of healthcare systems, and advancements in technology and information. This new edition adds updated information reflecting the latest trends and advances in both education and nursing.--Adapted from back cover.

Teaching in Nursing

A Guide for Faculty
Author: Diane M. Billings,Judith A. Halstead
Publisher: Elsevier Health Sciences
ISBN: 0323376355
Category: Medical
Page: 576
View: 7871
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Set yourself up for success as a nurse educator with the award-winning Teaching in Nursing: A Guide for Faculty, 5th Edition. Recommended by the NLN for comprehensive CNE prep, this insightful text is the only one of its kind to cover all three components of teaching: instruction, curriculum, and evaluation. As it walks through the day-to-day challenges of teaching, readers will benefit from its expert guidance on key issues, such as curriculum and test development, diverse learning styles, the redesign of healthcare systems, and advancements in technology and information. This new edition contains all the helpful narrative that earned this title an AJN Book of the Year award, along with updated information on technology-empowered learning, the flipped classroom, interprofessional collaborative practice, and much more. Coverage of concept-based curricula includes strategies on how to approach and implement concept-based lessons. Extensive information on online education discusses the use of webinars and other practical guidance for effective online instruction. Evidence-based teaching boxes cover issues, such as: how to do evidence-based teaching; applications of evidence-based teaching; implications for faculty development, administration, and the institution; and how to use the open-ended application questions at the end of each chapter for faculty-guided discussion. Strategies to promote critical thinking and active learning are incorporated throughout the text, highlighting various evaluation techniques, lesson planning insights, and tips for developing examinations. Updated research and references address forward-thinking approaches to education and trends for the future. Guidance on teaching in diverse settings addresses topics such as the models of clinical teaching, teaching in interdisciplinary settings, how to evaluate students in the clinical setting, and how to adapt teaching for community-based practice. Strong focus on practical content — including extensive coverage of curriculum development — equips future educators to handle the daily challenges and opportunities of teaching. NEW! Chapter on Interprofessional Education and Collaborative Practice focuses on the collaboration of care across patient care providers, emphasizing clear communication and shared patient outcomes. NEW! Renamed unit on Curriculum as a Process better reflects the latest QSEN competencies and other leading national standards. NEW! Renamed unit on Technology-Empowered Learning covers the use of technology for learning — including non-traditional course formats, active learning, flipped classrooms, and more.

How to Design and Teach a Hybrid Course

Achieving Student-Centered Learning through Blended Classroom, Online and Experiential Activities
Author: Jay Caulfield
Publisher: Stylus Publishing, LLC.
ISBN: 9781579226046
Category: Education
Page: 266
View: 7025
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This practical handbook for designing and teaching hybrid or blended courses focuses on outcomes-based practice. It reflects the author’s experience of having taught over 70 hybrid courses, and having worked for three years in the Learning Technology Center at the University of Wisconsin-Milwaukee, a center that is recognized as a leader in the field of hybrid course design. Jay Caulfield defines hybrid courses as ones where not only is face time replaced to varying degrees by online learning, but also by experiential learning that takes place in the community or within an organization with or without the presence of a teacher; and as a pedagogy that places the primary responsibility of learning on the learner, with the teacher’s primary role being to create opportunities and environments that foster independent and collaborative student learning. Starting with a brief review of the relevant theory – such as andragogy, inquiry-based learning, experiential learning and theories that specifically relate to distance education – she addresses the practicalities of planning a hybrid course, taking into account class characteristics such as size, demographics, subject matter, learning outcomes, and time available. She offers criteria for determining the appropriate mix of face-to-face, online, and experiential components for a course, and guidance on creating social presence online. The section on designing and teaching in the hybrid environment covers such key elements as promoting and managing discussion, using small groups, creating opportunities for student feedback, and ensuring that students’ learning expectations are met. A concluding section of interviews with students and teachers offers a rich vein of tips and ideas.

Creating Learning Without Limits


Author: Mandy Swann
Publisher: McGraw-Hill Education (UK)
ISBN: 0335242138
Category: Education
Page: 168
View: 2956
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This book looks at The Wroxham School in Potters Bar, Hertfordshire, which has embraced the' Learning without Limits' approach across the whole school.

Dissertation Abstracts International

The humanities and social sciences
Author: N.A
Publisher: N.A
ISBN: N.A
Category: Humanities
Page: N.A
View: 1834
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Developing Technology-Rich Teacher Education Programs: Key Issues

Key Issues
Author: Polly, Drew
Publisher: IGI Global
ISBN: 1466600152
Category: Education
Page: 625
View: 9019
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"This book offers professional teacher educators a rare opportunity to harvest the thinking of pioneering colleagues spanning dozens of universities, and to benefit from the creativity, scholarship, hard work, and reflection that led them to the models they describe"--Provided by publisher.

Learning to Teach Geography in the Secondary School

A Companion to School Experience
Author: David Lambert,David Balderstone
Publisher: Routledge
ISBN: 1135249350
Category: Education
Page: 480
View: 8181
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Learning to Teach Geography in the Secondary School has become the widely recommended textbook for student and new teachers of geography. It helps them acquire a deeper understanding of the role, purpose and potential of geography within the secondary curriculum, and provides the practical skills needed to design, teach and evaluate stimulating and creative lessons. This fully revised and updated second edition takes account of new legislation and important developments in geography education, including literacy, numeracy, citizenship, and GIS. Brand new chapters in this edition provide essential guidance on fieldwork, and using ICT in the context of geography teaching and learning. Chapters on teaching strategies, learning styles and assessment place the learner at the centre stage, and direct advice and activities encourage successful practice. Designed for use as a core textbook Learning to Teach Geography in the Secondary School is essential reading for all student teachers of geography who aspire to become effective, reflective teachers. Praise for the first edition of Learning to Teach Geography in the Secondary School: 'This is a practical and visionary book, as well as being superbly optimistic. It has as much to offer the experienced teacher as the novice and could be used to reinvigorate geography departments everywhere. Practical activities and ideas are set within a carefully worked out, authoritative, conceptual framework.' - The Times Educational Supplement 'This is a modern, powerful, relevant and comprehensive work that is likely to become a standard reference for many beginning teachers on geography initial teacher training courses in England and Wales.' - Educational Review

A Leader's Guide to Science Curriculum Topic Study


Author: Susan Mundry,Page Keeley,Carolyn Landel
Publisher: Corwin Press
ISBN: 9781412978170
Category: Education
Page: 297
View: 3486
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The Curriculum Topic Study (CTS) process, funded by the US National Science Foundation, helps teachers improve their practice by linking standards and research to content, curriculum, instruction, and assessment. Key to the core book Science Curriculum Topic Study, this resource helps science professional development leaders and teacher educators understand the CTS approach and how to design, lead, and apply CTS in a variety of settings that support teachers as learners. The authors provide everything needed to facililtate the CTS process, including: a solid foundation in the CTS framework; multiple designs for half-day and full-day workshops, professional learning communities, and one-on-one instructional coaching; facilitation, group processing, and materials management strategies; and a CD-ROM with handouts, PowerPoint slides, and templates. By bringing CTS into schools and other professional development settings, science leaders can enhance their teachers' knowlege of content, improve teaching practices, and have a positive impact on student learning.

The Learner-Centered Curriculum

Design and Implementation
Author: Roxanne Cullen,Michael Harris,Reinhold R. Hill
Publisher: John Wiley & Sons
ISBN: 1118171020
Category: Education
Page: 272
View: 4642
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Praise for The Learner-Centered Curriculum "Cullen, Harris, and Hill provide a clear and practical framework for addressing the root of the problems of today's universities. The authors provide a lucid, actionable, and evidence-based prescription for building an integrated learning system to replace the hodgepodge of miscellany that we have inherited. They illustrate the kind of conversations and transformations that could raise the value of and change the prospects for higher education."—John Tagg, author, The Learning Paradigm College "This book offers a powerful, realistic, and much-needed plan for changing how learning happens in higher education. Anyone concerned about improving teaching and students' learning needs to read this book!"—Terry Doyle, author, Helping Students Learn in a Learner-Centered Environment "To help achieve the imperative to make our universities more learner-centered, the authors focus on curriculum redesign and offer a solid theoretical approach combined with applied skills that institutional leaders and faculty can use to attain their goals. Shared governance, autonomous learning, assessment, technology, and physical space are among the elements discussed in this excellent book that universities will need to consider when developing a new curriculum that is more learner-centered."—Jolene Koester, president, California State University, Northridge "Cullen, Harris, and Hill provide a thought-provoking resource with the compelling advantages and frameworks to create twenty-first-century student-centered, knowledge-centered, assessment-centered, and community-centered curriculum. This is a must-read for faculty and administrators committed to transforming their curriculum in order to educate better prepared graduates."—Deborah L. Ford, chancellor, University of Wisconsin-Parkside "This is the book that I have been looking for. Written by three leaders who have done the heavy lifting of leading real change, it's a book for every academic leader who understands that innovation is essential to the future of higher education."—Earl H. Potter, III, president, St. Cloud State University

Resources in Education

Annual Cumulation: 1997: Abstracts
Author: N.A
Publisher: Oryx Press
ISBN: 9781573560764
Category: Education
Page: N.A
View: 5974
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Preparing Teachers for a Changing World

What Teachers Should Learn and Be Able to Do
Author: Linda Darling-Hammond,John Bransford
Publisher: John Wiley & Sons
ISBN: 0787996343
Category: Education
Page: 632
View: 9935
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Looks at concepts and strategies of teacher education, covering such topics as learning theories, developmentally appropriate practice, diverse learners, assessment, classroom management, and the design of teacher education programs.

Current Index to Journals in Education

CIJE.
Author: N.A
Publisher: N.A
ISBN: N.A
Category: Education
Page: N.A
View: 6004
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Knowledge to Support the Teaching of Reading

Preparing Teachers for a Changing World
Author: Catherine Snow,Peg Griffin,M. Susan Burns
Publisher: John Wiley & Sons
ISBN: 0787996335
Category: Education
Page: 304
View: 7093
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Provides information on effective teaching of language and literacy skills.

Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age


Author: Keengwe, Jared
Publisher: IGI Global
ISBN: 1466696818
Category: Education
Page: 420
View: 3174
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The notion of a flipped classroom draws on such concepts as active learning, student engagement, hybrid course design, and course podcasting. The value of a flipped class is in the repurposing of class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge, and interact with one another in hands-on activities. The Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age highlights current research on the latest trends in education with an emphasis on the technologies being used to meet learning objectives. Focusing on teaching strategies, learner engagement, student interaction, and digital tools for learning, this handbook of research is an essential resource for current and future educators, instructional designers, IT specialists, school administrators, and researchers in the field of education.

Teaching in Higher Education Becoming College Faculty Becoming College Faculty

A Guide for New Faculty in the College Classroom
Author: Julia Bennett,RaShall Brackney-Wheelock,Justin Busch,Mary Ciszek,Nicole Ennis,Trebor Evans,Lindsay Harker,Amy Mattila,Katie Mercadante,Kellee Oliver,Marilu Piotrowski,Katy Rittle,Jessica Sanders,Jenny Schmidt,Lawrence Tomei,Elaine Wilson,Joy Winters
Publisher: N.A
ISBN: 9780996586900
Category:
Page: N.A
View: 6507
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Teaching in Higher Education: Becoming College Faculty is a primer for novice instructors offering the reader key learning concepts and critical instructional strategies- especially for those who may not have "grown up" in academia or simply need a refresher in designing and delivering effective instruction.And, who better to offer an introduction to teaching at the college level than colleagues who are themselves seeking careers in higher education? During their doctoral program, these scholars are learning about curriculum and teaching and learning strategies that provide effective classroom instruction. They master the nuances of technology in higher education. And, they are exposed to issues of higher education leadership that spell success as a college faculty. They translated these concepts and theories into best practices for you. Teaching in Higher Education will help you articulate a personal philosophy and psychology of teaching; understand theories of learning and instructional design that enhance teaching and student learning in higher education settings; and, consider ways in which technology can enhance student learning.

Using Reflection and Metacognition to Improve Student Learning

Across the Disciplines, Across the Academy
Author: Matthew Kaplan,Naomi Silver,Danielle LaVaque-Manty,Deborah Meizlish
Publisher: Stylus Publishing, LLC.
ISBN: 1579228259
Category: Education
Page: 232
View: 2539
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Research has identified the importance of helping students develop the ability to monitor their own comprehension and to make their thinking processes explicit, and indeed demonstrates that metacognitive teaching strategies greatly improve student engagement with course material. This book -- by presenting principles that teachers in higher education can put into practice in their own classrooms -- explains how to lay the ground for this engagement, and help students become self-regulated learners actively employing metacognitive and reflective strategies in their education. Key elements include embedding metacognitive instruction in the content matter; being explicit about the usefulness of metacognitive activities to provide the incentive for students to commit to the extra effort; as well as following through consistently. Recognizing that few teachers have a deep understanding of metacognition and how it functions, and still fewer have developed methods for integrating it into their curriculum, this book offers a hands-on, user-friendly guide for implementing metacognitive and reflective pedagogy in a range of disciplines. Offering seven practitioner examples from the sciences, technology, engineering and mathematics (STEM) fields, the social sciences and the humanities, along with sample syllabi, course materials, and student examples, this volume offers a range of strategies for incorporating these pedagogical approaches in college classrooms, as well as theoretical rationales for the strategies presented. By providing successful models from courses in a broad spectrum of disciplines, the editors and contributors reassure readers that they need not reinvent the wheel or fear the unknown, but can instead adapt tested interventions that aid learning and have been shown to improve both instructor and student satisfaction and engagement.

Setting the Standard for Project Based Learning


Author: John Larmer,John Mergendoller,Suzie Boss
Publisher: ASCD
ISBN: 1416620915
Category: Education
Page: 240
View: 3643
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Project based learning (PBL) is gaining renewed attention with the current focus on college and career readiness and the performance-based emphases of Common Core State Standards, but only high-quality versions can deliver the beneficial outcomes that schools want for their students. It’s not enough to just “do projects.” Today’s projects need to be rigorous, engaging, and in-depth, and they need to have student voice and choice built in. Such projects require careful planning and pedagogical skill. The authors—leaders at the respected Buck Institute for Education—take readers through the step-by-step process of how to create, implement, and assess PBL using a classroom-tested framework. Also included are chapters for school leaders on implementing PBL systemwide and the use of PBL in informal settings. Examples from all grade levels and content areas provide evidence of the powerful effects that PBL can have, including * increased student motivation and preparation for college, careers, and citizenship; * better results on high-stakes tests; * a more satisfying teaching experience; and * new ways for educators to communicate with parents, communities, and the wider world. By successfully implementing PBL, teachers can not only help students meet standards but also greatly improve their instruction and make school a more meaningful place for learning. Both practical and inspirational, this book is an essential guide to creating classrooms and schools where students—and teachers—excel.