TY - BOOK AU - Brame,Cynthia J. TI - Science teaching essentials: short guides to good practice SN - 9780128147023 (pbk) U1 - 507 B73 2019 23 PY - 2019/// CY - London, United Kingdom ; , San Diego, CA, United States PB - Academic Press, an imprint of Elsevier, KW - Science -- Study and teaching (Higher). KW - Teaching -- Methodology N1 - Includes bibliographical references and index; Front Cover -- Science Teaching Essentials -- Copyright Page -- Praise for Science Teaching Essentials -- Contents -- Acknowledgments -- Chapter Summaries -- Section I: The Foundations -- Chapter 1. Inclusive Teaching: Creating a Welcoming, Supportive Classroom Environment -- Chapter 2. Course Design: Making Choices About Constructing Your Course -- Chapter 3. Assignments and Exams: Tools to Promote Engagement, Learning, and Reflection -- Section II: Keystone Teaching Practices -- Chapter 4. Active Learning: The Student Work That Builds Understanding -- Chapter 5. Group Work: Using Cooperative Learning Groups Effectively -- Chapter 6. Metacognitive Practices: Giving Students Tools to Be Selfdirected Learners -- Chapter 7. Test-Enhanced Learning: Using Retrieval Practice to Help Students Learn. With Rachel E. Biel. -- Section III: Pedagogy Toolbox -- Chapter 8. Lecturing -- Chapter 9. Flipping the Classroom -- Chapter 10. Using Educational Videos -- Chapter 11. Incorporating Research Into Courses. With Faith Rovenolt -- Section IV: Fair and Transparent Grading Practices -- Chapter 12. Writing Exams: Good Practice for Writing Multiple Choice and Constructed Response Test Questions -- Chapter 13. Rubrics: Tools to Make Grading More Fair and Efficient -- Introduction -- I. The Foundations -- 1 Inclusive Teaching: Creating a Welcoming, Supportive Classroom Environment -- What Is an Inclusive Classroom? -- What Can Make a Learning Environment Chilly or Unsupportive? -- How Does Creating a Supportive Environment Impact Learning? -- How Do You Do It? -- Conclusion -- References -- 2 Course Design: Making Choices About Constructing Your Course -- What Are Principles to Guide Course Design? -- Consider the Big Picture -- Link the Big Picture to Practical Elements -- Conclusion -- References -- Spotlight 1: Writing Learning Objectives Using Bloom's Taxonomy. Cognitive Processes: What Do You Want Your Students to Be Doing? -- The Knowledge Domain: What Types of Knowledge Do We Want Our Students to Learn? -- References -- 3 Assignments and Exams: Tools to Promote Engagement, Learning, and Reflection -- What Are the Principles to Guide Development of Assignments and Exams? -- How Do You Do It? -- Conclusion -- References -- Spotlight 2: Considerations for Syllabus Writing -- References -- Spotlight 3: Making Our Courses Accessible: Universal Design for Learning -- Reference -- II. Keystone Teaching Practices -- 4 Active Learning: The Student Work That Builds Understanding -- What Is It? A Working Definition for Active Learning -- What's the Theoretical Basis? Or, Why Should It Work? -- Is There Evidence That It Works? -- Why Is It Important? Making Your Class More Inclusive -- What Are Techniques to Use? -- Brief, Easy Supplements to Lecture -- Activities to Replace Some Lecture -- Other Approaches -- How Should You Get Started? -- Conclusion -- References -- 5 Group Work: Using Cooperative Learning Groups Effectively -- What Can It Look Like? -- Is There Evidence That It Promotes Learning? -- What Instructional Choices Can Help Informal Group Work Be Effective? -- What Instructional Choices Can Help Formal Group Work Be Effective? -- Conclusion -- References -- 6 Metacognitive Practices: Giving Students Tools to be Self-Directed Learners -- What Is It? -- Why Should We Consider Our Students' Metacognition? -- How Can We Promote Our Students' Metacognition? -- Conclusion -- References -- 7 Test-Enhanced Learning: Using Retrieval Practice To Help Students Learn -- What Is It? -- What Do We Know About the Effects of Testing? -- What Are Common Features of "Tests" That Promote Test-Enhanced Learning? -- What Are Opportunities for Implementation in the Classroom? -- Conclusion -- References. III. Pedagogy Toolbox -- 8 Lecturing -- What are principles for effective lecturing? -- What are practices to promote attention? -- What are practices to help students make connections? -- What are practices to strengthen and extend memory? -- Conclusion -- References -- 9 Flipping the Classroom -- How Was the Flipped Classroom Idea Developed? -- What's the Theoretical Basis? Or, Why Should it Work? -- Is There Evidence That it Promotes Learning? -- Taking Practical Steps: What Are the Key Elements of the Flipped Classroom? -- What Are Pitfalls to Avoid? -- Conclusion -- References -- 10 Using Educational Videos -- What are principles for effective video design and use? -- What are key recommendations? -- Conclusion -- References -- 11 Incorporating Research Into Courses -- What Are Important Characteristics of a Course-Based Research Experience? -- What Forms can CUREs Take? -- Practical Suggestions -- Technical Considerations -- Pedagogical Considerations -- Conclusion -- References -- IV. Fair and Transparent Grading Practices -- 12 Writing Exams: Good Practice for Writing Multiple Choice and Constructed Response Test Questions -- What are important principles in exam construction? -- Validity -- Reliability -- What are general recommendations for getting started? -- What are recommendations for multiple choice and other selected response questions? -- Item Format -- Guidelines for Writing the Stem -- Guidelines for Writing Alternatives -- What are recommendations for constructed response questions? -- How can you build on students' test expectancy? -- Conclusion -- References -- 13 Rubrics: Tools to Make Grading More Fair and Efficient -- What Are They? -- What Are Potential Benefits? -- Practical Recommendations -- Conclusion -- References -- 14 Conclusion -- Index -- Back Cover; CoED; Bachelor of Secondary Education major in Science; CoEDG; Master of Arts in Education Elementary Science Teaching; CoEDG; Master of Arts in Education major in Science Education N2 - Science Teaching Essentials: Short Guides to Good Practice serves as a reference manual for science faculty as they set up a new course, consider how to teach the course, figure out how to assess their students fairly and efficiently, and review and revise course materials. This book consists of a series of short chapters that instructors can use as resources to address common teaching problems and adopt evidence-based pedagogies. By providing individual chapters that can be used independently as needed, this book provides faculty with a just-in-time teaching resource they can use to draft a new syllabus. This is a must-have resource for science, health science and engineering faculty, as well as graduate students and post-docs preparing for future faculty careers. Provides easily digested, practical, research-based information on how to teach Allows faculty to efficiently get up-to-speed on a given pedagogy or assessment method Addresses the full range of faculty experiences as they being to teach for the first time or want to reinvent how they teach. ER -