Science teaching essentials : short guides to good practice / Cynthia Brame.

By:

Brame, Cynthia J

text

Media type:

unmediated

Carrier type:

volume

ISBN:

9780128147023 (pbk)

Subject(s):

DDC classification:

23 507 B73 2019

Contents:

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.

Summary: 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.

Holdings
Item type	Current library	Collection	Call number	Status	Barcode
Books	College Library General Circulation Section	GC	GC 507 B73 2019 (Browse shelf(Opens below))	Available	HNU001900

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.

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.

College of Education Bachelor of Secondary Education major in Science

College of Education Graduate Studies Master of Arts in Education Elementary Science Teaching

College of Education Graduate Studies Master of Arts in Education major in Science Education

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