LEADER 05402nam 2200661 a 450 001 9910790018203321 005 20200520144314.0 010 $a1-00-344520-9 010 $a1-000-97382-4 010 $a1-003-44520-9 010 $a1-57922-615-9 035 $a(CKB)2670000000161087 035 $a(EBL)911861 035 $a(OCoLC)781635681 035 $a(SSID)ssj0000622976 035 $a(PQKBManifestationID)12223781 035 $a(PQKBTitleCode)TC0000622976 035 $a(PQKBWorkID)10655651 035 $a(PQKB)10514696 035 $a(Au-PeEL)EBL911861 035 $a(CaPaEBR)ebr10545769 035 $a(MiAaPQ)EBC911861 035 $a(EXLCZ)992670000000161087 100 $a20110331d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aIdea-based learning$b[electronic resource] $ea course design process to promote conceptual understanding /$fEdmund J. Hansen 205 $a1st ed. 210 $aSterling, Va. $cStylus Pub.$d2011 215 $a1 online resource (225 p.) 300 $aDescription based upon print version of record. 311 $a1-57922-613-2 320 $aIncludes bibliographical references and index. 327 $aCover; CONTENTS; LIST OF FIGURES; ACKNOWLEDGMENTS; 1. PRACTICAL BENEFITS OF COURSE DESIGN; Faculty Stressors in Teaching; Lack of Students' Intellectual Curiosity; Students' Academic Underpreparedness; Fear of Antagonizing Students; Time Spent on Grading Papers; The Addition of New Teaching Roles; Benefits From Idea-Based Course Design; Focus on the Big Picture Gives Direction and Reduces Information Overload; Detailed Criteria for Quality Performance Are Defined Up Front; Ample Practice Opportunities for Key Skills Are Built Into the Design 327 $aCourses Are Built Around Authentic Performance TasksThe Emphasis on Formative Assessment Turns the Faculty Into Coaches; Course Activities Are Structured to Overcome Students' Barriers Against Critical Thinking; Idea-Based Learning; Some Principles; 2. BACKWARD DESIGN; Traditional Course Design; How Do Faculty Spend Their Time When Designing a Course?; Which Course Design Approaches Have Been Documented by Research?; The Flowchart of Traditional Course Design; How Are Course Goals/Outcomes Established?; Critique of the Traditional Design; Why Faculty Might Not Believe in Course Design 327 $aWhere Is the Student in Traditional Course Design?How Does the ''Logic of the Content'' Differ From the ''Logic of Learning the Content''?; The Backward Design Model; What Is Curricular Alignment?; The Importance of Course Design; How Course and Curriculum Development Fit Together; 3. LEARNING OUTCOMES; Problems With (Conceptualizing) Learning Outcomes; Why Formulate Goals at All?; A History of Changing Terminology; Identifying Big Ideas; First, Look at the Curriculum!; How to Establish Priorities; Deriving Enduring Understandings; Connecting Big Ideas With Student Horizons 327 $aWhich Understandings Are Enduring?Determining Learning Outcomes; How General and How Specific Should They Be?; Examples From Specific Courses; Linking Them With Different ''Facets of Understanding''; 4. REMOVING BARRIERS TO CRITICAL THINKING; Significance of Critical Thinking; Critical Thinking Isn't Just for Upper-Level Classes; Lay Definitions of Critical Thinking; The Critical Thinking That Instructors Assume Is Implied in Their Courses; The Confusing State of the Critical Thinking Literature; How Many Characteristics Does Critical Thinking Have?; Critical Thinking in Different Disciplines 327 $aNeed for Teaching Critical ThinkingIs Critical Thinking Acquired ''Naturally''?; How College Students Have Changed; Barrier 1: Intellectual Development; How Students' Thinking About Learning Evolves; How These Developmental Orientations Affect Students' Learning Behaviors; Barrier 2: Habits of Mind; How Intellectual Habits Affect Learning; Which Intellectual Habits Are Important for Critical Thinking?; Barrier 3: Misconceptions; Why Learning Often Requires ''Unlearning'' First; The Typical Misconceptions That Plague Various Disciplines; Barrier 4: Complex Reasoning 327 $aWhy Thinking/Understanding Is Deeper Than Knowing 330 $aSynthesizing the best current thinking about learning, course design, and promoting student achievement, this is a guide to developing college instruction that has clear purpose, is well integrated into the curriculum, and improves student learning in predictable and measurable ways. The process involves developing a transparent course blueprint, focused on a limited number of key concepts and ideas, related tasks, and corresponding performance criteria; as well as on frequent practice opportunities, and early identification of potential learning barriers. Idea-based Learning takes as its poin 606 $aEducation, Higher$xCurricula$zUnited States 606 $aCurriculum planning$zUnited States 606 $aConcept learning 615 0$aEducation, Higher$xCurricula 615 0$aCurriculum planning 615 0$aConcept learning. 676 $a378.1/990973 700 $aHansen$b Edmund$f1952-$01567682 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910790018203321 996 $aIdea-based learning$93839218 997 $aUNINA