Check It Out: Teaching & Learning Center Collection
The authors draw on “research from a breadth of perspectives to identify a set of key principles underlying learning” and provide guidance for applying those principles to college students through thoughtful course design and instruction. I found the book to be a bit overwritten in parts and oversimplified in others, but all-in-all a good read that offered some thought-provoking concepts and ideas in regard to designing a course and presenting material with “how learning works” in mind.
Applicable Knowledge / Skills
Some of the concepts that I found particularly interesting and applicable are as follows:
- Course improvement should follow a process of “progressive refinement” with continuous incremental changes and reflection.
- Increase student learning through “goal-directed practice” and “targeted feedback.”
- Increase student motivation by making the “value” and “expectancy” of the course evident to them.
- To increase “expectancy” and “mastery” establish student learning outcomes and course goals that help students see “component parts” of a “complex task.”
- Prior knowledge can help or hinder student and teacher course performance so it is necessary to determine what your and your students’ beliefs are regarding intelligence, ability, and learning.
“Numerophobic” safe. Useful research-based information presented in a readable manner.
Book Review Club
If you’re interested in writing reviews of the books in the TLC Collection, contact Josh Ellis (firstname.lastname@example.org), who will be starting and facilitating a Book Review Club through the TLC in 2016-2017. As you peruse the shelves for a book to read, review, and share, keep P. J. O’Rourke’s insightful suggestion in mind: “Always read something that will make you look good if you die in the middle of it.”