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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

Work
Publication
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
Instance
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
Creator
Contributor
Subject
Language
eng
Member of
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
Instantiates
Publication
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
Publication
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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