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The Resource A miniature guide for those who teach on how to improve student learning : 30 practical ideas, by Richard Paul and Linda Elder
A miniature guide for those who teach on how to improve student learning : 30 practical ideas, by Richard Paul and Linda Elder
Resource Information
The item A miniature guide for those who teach on how to improve student learning : 30 practical ideas, by Richard Paul and Linda Elder represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in Boston University Libraries.This item is available to borrow from all library branches.
Resource Information
The item A miniature guide for those who teach on how to improve student learning : 30 practical ideas, by Richard Paul and Linda Elder represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in Boston University Libraries.
This item is available to borrow from all library branches.
- Language
- eng
- Extent
- 48 p.
- Note
-
- Title from cover
- "Based on Critical thinking concepts & principles."
- "A Companion To: A miniature guide on how to study and learn, A miniature guide to active and cooperative learning, A miniature guide to critical thinking."
- Contents
-
- Recommended design features. Design instruction so that on a typical day students take ownership of the content through guided activities involving reading, writing, speaking, and listening
- Teach students how to assess their reading
- Teach students how to assess their writing
- Teach students how to assess their speaking
- Teach students how to assess their listening
- Design tests with the improvement of student thinking in mind
- Make the course work intensive for the students (but not for you)
- Use engaged lecture, when you do lecture
- Require an intellectual journal (when it is relevant to your class)
- Orientation (first few days). Give students a thorough orientation to the course
- Develop a syllabus that highlights your expectations for the students
- Give students grade profiles
- Use a "student understanding" form
- Explain to the students, when orienting them to the class, what will happen on a typical class day (and why)
- Explain the key concept of the course explicitly during the first couple of class meetings
- Discuss class time as a time in which the students will practice thinking (within the content) using the fundamental concepts and principles of the field
- Make the point that the content of the course is a system of interconnected ideas
- Present yourself as a coach (who designs activities that enable students to learn)
- Discuss the textbook as a product of the thinking of the author
- Daily emphases. Encourage students to think about their thinking, and model how you want them to do this
- Encourage students to think of content as a form of thinking
- Relate content whenever possible to issues and problems and practical situations in the lives of the students
- Target common student disabilities using specific strategies for that end
- Use tactics that encourage active learning
- Routinely ask questions that probe student understanding of the content
- Model skilled thinking for your students
- Cultivate important intellectual traits in instruction
- Bring intellectual standards into daily use
- Have students role play ideas other than their own
- Systematically question students using a Socratic approach
- Summarize the ideas in this guide to make the whole more intelligible
- Isbn
- 9780944583128
- Label
- A miniature guide for those who teach on how to improve student learning : 30 practical ideas
- Title
- A miniature guide for those who teach on how to improve student learning
- Title remainder
- 30 practical ideas
- Statement of responsibility
- by Richard Paul and Linda Elder
- Title variation
-
- How to improve student learning
- Miniature guide on how to improve student learning
- Language
- eng
- Cataloging source
- DMM
- http://library.link/vocab/creatorName
- Paul, Richard
- Illustrations
- illustrations
- Index
- no index present
- Literary form
- non fiction
- http://library.link/vocab/relatedWorkOrContributorDate
- 1962-
- http://library.link/vocab/relatedWorkOrContributorName
-
- Foundation for Critical Thinking
- Elder, Linda
- Paul, Richard
- Hiler, Wesley
- Paul, Richard
- http://library.link/vocab/subjectName
-
- Learning
- Critical thinking
- College teaching
- Education, Higher
- College teaching
- Critical thinking
- Education, Higher
- Learning
- Target audience
- adult
- Label
- A miniature guide for those who teach on how to improve student learning : 30 practical ideas, by Richard Paul and Linda Elder
- Note
-
- Title from cover
- "Based on Critical thinking concepts & principles."
- "A Companion To: A miniature guide on how to study and learn, A miniature guide to active and cooperative learning, A miniature guide to critical thinking."
- Contents
- Recommended design features. Design instruction so that on a typical day students take ownership of the content through guided activities involving reading, writing, speaking, and listening -- Teach students how to assess their reading -- Teach students how to assess their writing -- Teach students how to assess their speaking -- Teach students how to assess their listening -- Design tests with the improvement of student thinking in mind -- Make the course work intensive for the students (but not for you) -- Use engaged lecture, when you do lecture -- Require an intellectual journal (when it is relevant to your class) -- Orientation (first few days). Give students a thorough orientation to the course -- Develop a syllabus that highlights your expectations for the students -- Give students grade profiles -- Use a "student understanding" form -- Explain to the students, when orienting them to the class, what will happen on a typical class day (and why) -- Explain the key concept of the course explicitly during the first couple of class meetings -- Discuss class time as a time in which the students will practice thinking (within the content) using the fundamental concepts and principles of the field -- Make the point that the content of the course is a system of interconnected ideas -- Present yourself as a coach (who designs activities that enable students to learn) -- Discuss the textbook as a product of the thinking of the author -- Daily emphases. Encourage students to think about their thinking, and model how you want them to do this -- Encourage students to think of content as a form of thinking -- Relate content whenever possible to issues and problems and practical situations in the lives of the students -- Target common student disabilities using specific strategies for that end -- Use tactics that encourage active learning -- Routinely ask questions that probe student understanding of the content -- Model skilled thinking for your students -- Cultivate important intellectual traits in instruction -- Bring intellectual standards into daily use -- Have students role play ideas other than their own -- Systematically question students using a Socratic approach -- Summarize the ideas in this guide to make the whole more intelligible
- Dimensions
- 21 cm.
- Extent
- 48 p.
- Isbn
- 9780944583128
- Other physical details
- col. ill.
- System control number
-
- (OCoLC)221654204
- (OCoLC)ocn221654204
- Label
- A miniature guide for those who teach on how to improve student learning : 30 practical ideas, by Richard Paul and Linda Elder
- Note
-
- Title from cover
- "Based on Critical thinking concepts & principles."
- "A Companion To: A miniature guide on how to study and learn, A miniature guide to active and cooperative learning, A miniature guide to critical thinking."
- Contents
- Recommended design features. Design instruction so that on a typical day students take ownership of the content through guided activities involving reading, writing, speaking, and listening -- Teach students how to assess their reading -- Teach students how to assess their writing -- Teach students how to assess their speaking -- Teach students how to assess their listening -- Design tests with the improvement of student thinking in mind -- Make the course work intensive for the students (but not for you) -- Use engaged lecture, when you do lecture -- Require an intellectual journal (when it is relevant to your class) -- Orientation (first few days). Give students a thorough orientation to the course -- Develop a syllabus that highlights your expectations for the students -- Give students grade profiles -- Use a "student understanding" form -- Explain to the students, when orienting them to the class, what will happen on a typical class day (and why) -- Explain the key concept of the course explicitly during the first couple of class meetings -- Discuss class time as a time in which the students will practice thinking (within the content) using the fundamental concepts and principles of the field -- Make the point that the content of the course is a system of interconnected ideas -- Present yourself as a coach (who designs activities that enable students to learn) -- Discuss the textbook as a product of the thinking of the author -- Daily emphases. Encourage students to think about their thinking, and model how you want them to do this -- Encourage students to think of content as a form of thinking -- Relate content whenever possible to issues and problems and practical situations in the lives of the students -- Target common student disabilities using specific strategies for that end -- Use tactics that encourage active learning -- Routinely ask questions that probe student understanding of the content -- Model skilled thinking for your students -- Cultivate important intellectual traits in instruction -- Bring intellectual standards into daily use -- Have students role play ideas other than their own -- Systematically question students using a Socratic approach -- Summarize the ideas in this guide to make the whole more intelligible
- Dimensions
- 21 cm.
- Extent
- 48 p.
- Isbn
- 9780944583128
- Other physical details
- col. ill.
- System control number
-
- (OCoLC)221654204
- (OCoLC)ocn221654204
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