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Idea-based learning [[electronic resource] ] : a course design process to promote conceptual understanding / / Edmund J. Hansen
| Idea-based learning [[electronic resource] ] : a course design process to promote conceptual understanding / / Edmund J. Hansen |
| Autore | Hansen Edmund <1952-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Sterling, Va., : Stylus Pub., 2011 |
| Descrizione fisica | 1 online resource (225 p.) |
| Disciplina | 378.1/990973 |
| Soggetto topico |
Education, Higher - Curricula - United States
Curriculum planning - United States Concept learning |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-57922-615-9 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; 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
Courses 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 Where 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 Which 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 Need 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 Why Thinking/Understanding Is Deeper Than Knowing |
| Record Nr. | UNINA-9910461506503321 |
Hansen Edmund <1952->
|
||
| Sterling, Va., : Stylus Pub., 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Idea-based learning [[electronic resource] ] : a course design process to promote conceptual understanding / / Edmund J. Hansen
| Idea-based learning [[electronic resource] ] : a course design process to promote conceptual understanding / / Edmund J. Hansen |
| Autore | Hansen Edmund <1952-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Sterling, Va., : Stylus Pub., 2011 |
| Descrizione fisica | 1 online resource (225 p.) |
| Disciplina | 378.1/990973 |
| Soggetto topico |
Education, Higher - Curricula - United States
Curriculum planning - United States Concept learning |
| ISBN |
1-00-344520-9
1-000-97382-4 1-003-44520-9 1-57922-615-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; 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
Courses 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 Where 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 Which 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 Need 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 Why Thinking/Understanding Is Deeper Than Knowing |
| Record Nr. | UNINA-9910790018203321 |
|
Hansen Edmund <1952->
|
||
| Sterling, Va., : Stylus Pub., 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Idea-based learning [[electronic resource] ] : a course design process to promote conceptual understanding / / Edmund J. Hansen
| Idea-based learning [[electronic resource] ] : a course design process to promote conceptual understanding / / Edmund J. Hansen |
| Autore | Hansen Edmund <1952-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Sterling, Va., : Stylus Pub., 2011 |
| Descrizione fisica | 1 online resource (225 p.) |
| Disciplina | 378.1/990973 |
| Soggetto topico |
Education, Higher - Curricula - United States
Curriculum planning - United States Concept learning |
| ISBN |
1-00-344520-9
1-000-97382-4 1-003-44520-9 1-57922-615-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; 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
Courses 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 Where 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 Which 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 Need 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 Why Thinking/Understanding Is Deeper Than Knowing |
| Record Nr. | UNINA-9910808826703321 |
|
Hansen Edmund <1952->
|
||
| Sterling, Va., : Stylus Pub., 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||