Optimizing Teaching and Learning: Practicing Pedagogical by Gurung, Beth M. Schwartz

By Gurung, Beth M. Schwartz

Optimizing instructing and Learning will function a pragmatic advisor for an individual, anyplace, who's attracted to bettering their educating, the educational in their scholars, and correspondingly, give a contribution to the scholarship of training and studying.

  • Bridges the distance among the learn and perform of SoTL
  • Provides specific directions on tips on how to layout, behavior, study, and write-up SoTL work
  • Includes samples of tangible questionnaires and different fabrics (e.g., concentration staff questions) that may jumpstart investigations into instructing and learning
  • Explores the benefits and downsides of assorted pedagogical practices and current purposes of SoTL utilizing case experiences from a number of disciplines

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Extra resources for Optimizing Teaching and Learning: Practicing Pedagogical Research

Sample text

22 Pedagogical Research: Focusing on the Teaching Despite its value as an important tool to increase our success in the classroom and in our role as faculty, many of us are not trained to develop the appropriate methods needed for such an undertaking because so often our graduate training does not include a teaching component. Fortunately, a paradigm shift occurred during the last decade, in which institutions and faculty were asked for evidence of student learning. This in turn required the development of learning assessment tools in order to provide the assessment data needed to illustrate that students were in fact achieving the stated learning goals.

Rather, you are better off using additional assessments in your classroom to answer the precise questions you have about your teaching and student learning. Choosing and/or developing these assessment tools will be discussed below. So why assess? Including measures of teaching effectiveness is a valuable undertaking on several grounds. You are more aware of what your students are learning in your classroom, you create coherence between your teaching goals and teaching techniques, the results provide you with valuable data for a discussion of your pedagogy beyond the standard course evaluations in place, and this line of inquiry can be used to develop an interesting line of scholarship based on your pedagogical research.

Examples from my personal experiences often are used to illustrate points about the material. I guide students’ work on course projects by asking questions, exploring options, and suggesting alternative ways to do things. Developing the ability of students to think and work independently is an important goal. Lecturing is a significant part of how I teach each class session. I provide very clear guidelines for how I want tasks completed in this course. I often show students how they can use various concepts and principles.

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