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Assessing and Improving Your Teaching

Assessing and Improving Your Teaching Author Phyllis Blumberg
ISBN-10 9781118421345
Release 2013-09-11
Pages 352
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In order to make appropriate changes to improve your teaching and your students’ learning, first you need to know how you’re teaching now. Figure it out for yourself and invigorate your teaching on your own terms! This practical evidence-based guide promotes excellence in teaching and improved student learning through self-reflection and self-assessment of one’s teaching. Phyllis Blumberg starts by reviewing the current approaches to instructor evaluation and describes their inadequacies. She then presents a new model of assessing teaching that builds upon a broader base of evidence and sources of support. This new model leads to self-assessment rubrics, which are available for download, and the book will guide you in how to use them. The book includes case studies of completed critical reflection rubrics from a variety of disciplines, including the performing and visual arts and the hard sciences, to show how they can be used in different ways and how to explore the richness of the data you’ll uncover.



Developing Learner Centered Teaching

Developing Learner Centered Teaching Author Phyllis Blumberg
ISBN-10 9781119461173
Release 2017-07-27
Pages 352
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Developing Learner-Centered Teaching offers a step-by-step plan for transforming any course from teacher-centered to the more engaging learner-centered model. Filled with self-assessments and worksheets that are based on each of the five practices identified in Maryellen Weimer's Learner-Centered Teaching, this groundbreaking book gives instructors, faculty developers, and instructional designers a practical and effective resource for putting the learner-centered model into action.



Quick Hits for Adjunct Faculty and Lecturers

Quick Hits for Adjunct Faculty and Lecturers Author Robin K. Morgan
ISBN-10 9780253018403
Release 2015-10-15
Pages 130
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Non-tenure-track lecturers and adjunct instructors face particular challenges at US colleges, including heavy teaching loads, lack of office space, little control over the selection of course topics or textbooks, and long commutes between jobs at two or more schools. Quick Hits for Adjunct Faculty and Lecturers contains short, practice-oriented articles by experienced instructors that offer valuable teaching and career tips for balancing competing demands, addressing student issues, managing classrooms, and enhancing professional development.



Introduction to Rubrics

Introduction to Rubrics Author Dannelle D. Stevens
ISBN-10 9781579225902
Release 2013-04-30
Pages 232
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This new edition retains the appeal, clarity and practicality that made the first so successful, and continues to provide a fundamental introduction to the principles and purposes of rubrics, with guidance on how to construct them, use them to align course content to learning outcomes, and apply them in a wide variety of courses, and to all forms of assignment. Reflecting developments since publication of the first edition, the authors have extended coverage to include: * Expanded discussion on use of rubrics for grading * Grading on-line with rubrics * Wider coverage of rubric types (e.g., holistic, rating scales) * Rubric construction in student affairs * Pros and cons of working with "ready-made" rubrics * Using rubrics to improve your teaching, and for SoTL * Use of rubrics in program assessment (case study) * Application of rubrics in the arts, for study abroad, service learning and students’ independent learning * Up-dated literature review



Driven by Data

Driven by Data Author Paul Bambrick-Santoyo
ISBN-10 9780470548745
Release 2010-04-12
Pages 298
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Offers a practical guide for improving schools dramatically that will enable all students from all backgrounds to achieve at high levels. Includes assessment forms, an index, and a DVD.



Two Teachers in the Room

Two Teachers in the Room Author Elizabeth Stein
ISBN-10 9781134987931
Release 2017-09-13
Pages 122
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This new co-publication from Routledge and MiddleWeb provides a wealth of practical strategies and tips to help K–12 educators co-teach more effectively. Author Elizabeth Stein presents examples of different co-teaching models and shows how to cultivate a dynamic co-teaching relationship to benefit all students. Whether you’re a brand new co-teacher or are simply looking to improve the dynamics in your classroom, the research-based strategies, vignettes, and ready-to-use assessment rubrics in this book will help you create a positive learning culture that influences all learners, teachers, and students alike. Topics include: Selecting and implementing the appropriate co-teaching model to optimize student learning; Developing an effective curriculum that plays to the strengths of both teachers; Creating a learning environment that promotes self-reflection and nurtures critical thinking; Accommodating all learners by embracing a multi-dimensional view of teacher knowledge; and Providing specific, attentive feedback to help students take charge of their learning. The book also features book discussion questions for each chapter so you can work with colleagues during book studies and PLCs.



Never Work Harder Than Your Students and Other Principles of Great Teaching

Never Work Harder Than Your Students and Other Principles of Great Teaching Author Robyn R. Jackson
ISBN-10 9781416612261
Release 2010-08-13
Pages 249
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Is great teaching a gift that only a few of us are born with, or is it a skill that can be learned? In Never Work Harder Than Your Students, Robyn Jackson makes a radical assertion: Any teacher can become a master teacher by developing a master teacher mindset. The master teacher mindset can be achieved by rigorously applying seven principles to your teaching until they become your automatic response to students in the classroom. The more you practice these seven principles, the more you begin to think like a master teacher: 1. Start where your students are. 2. Know where your students are going. 3. Expect to get your students to their goal. 4. Support your students along the way. 5. Use feedback to help you and your students get better. 6. Focus on quality rather than quantity. 7. Never work harder than your students. Using these principles, Jackson shows you how to become a master teacher no matter where you are in your practice. Each chapter provides a detailed explanation of one of the mastery principles, the steps you need to take to apply them to your own practice, and suggestions for how you can begin practicing the principle in your classroom right away. Jackson offers stories from her own teaching practice, as well as from other teachers she has helped, to show you how each principle works. Teaching is a hard job, but using Jackson's principles will help you and your students reap the rich rewards of that hard work.



How to be an Academic Superhero

How to be an Academic Superhero Author Iain Hay
ISBN-10 9781786438126
Release 2017-10-27
Pages 256
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In universities across the world, academics struggle to establish and sustain their careers while satisfying intensifying institutional demands. Drawing from the author’s decades of observation and experience in academia, this exceptional book responds to the challenges of fostering and sustaining a successful academic career.



The New Art and Science of Teaching Writing

The New Art and Science of Teaching Writing Author Kathy Tuchman Glass
ISBN-10 1945349360
Release 2018-07-06
Pages 248
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For educators to be effective teachers of writing, they must intentionally select and implement research-based instructional strategies. Using a clear and well-organized structure, the authors apply the strategies and techniques originally laid out in The New Art and Science of Teaching by Robert J. Marzano to the teaching of writing. The book explores more than 100 strategies for teaching writing across grade levels and subject areas. Use effective teaching methods to reach desired writing learning outcomes and student success: Understand which instructional strategies are best suited to teaching writing skills and gain specific examples of how to use these strategies. Learn how to utilize general strategies for teaching, alongside specific strategies, in order to enrich teaching, improve the learning environment of the classroom, and obtain desired student learning outcomes for writing. Measure and develop your ability to enhance writing skills in students with the book's instructional techniques. Examine sample rubrics for assessing student writing skills and download free reproducible checklists and formative writing assessment examples. Utilize the appendices as quick references to assist in designing your writing curriculum and planning lessons. Contents: Introduction Chapter 1: Providing and Communicating Clear Learning Goals Chapter 2: Using Assessments Chapter 3: Conducting Direct Instruction Lessons Chapter 4: Conducting Practicing and Deepening Lessons Chapter 5: Conducting Knowledge Application Lessons Chapter 6: Using Strategies That Appear in All Types of Lessons Chapter 7: Using Engagement Strategies Chapter 8: Implementing Rules and Procedures and Building Relationships Chapter 9: Developing Expertise Conclusion Appendix A Appendix B References and Resources



How to Create and Use Rubrics for Formative Assessment and Grading

How to Create and Use Rubrics for Formative Assessment and Grading Author Susan M. Brookhart
ISBN-10 9781416615071
Release 2013-01-01
Pages 159
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What is a rubric? A rubric is a coherent set of criteria for student work that describes levels of performance quality. Sounds simple enough, right? Unfortunately, rubrics are commonly misunderstood and misused. The good news is that when rubrics are created and used correctly, they are strong tools that support and enhance classroom instruction and student learning. In this comprehensive guide, author Susan M. Brookhart identifies two essential components of effective rubrics: (1) criteria that relate to the learning (not the "tasks") that students are being asked to demonstrate and (2) clear descriptions of performance across a continuum of quality. She outlines the difference between various kinds of rubrics (for example, general versus task-specific, and analytic versus holistic), explains when using each type of rubric is appropriate, and highlights examples from all grade levels and assorted content areas. In addition, Brookhart addresses * Common misconceptions about rubrics; * Important differences between rubrics and other assessment tools such as checklists and rating scales, and when such alternatives can be useful; and * How to use rubrics for formative assessment and grading, including standards-based grading and report card grades. Intended for educators who are already familiar with rubrics as well as those who are not, this book is a complete resource for writing effective rubrics and for choosing wisely from among the many rubrics that are available on the Internet and from other sources. And it makes the case that rubrics, when used appropriately, can improve outcomes by helping teachers teach and helping students learn.



Formative Assessment for English Language Arts

Formative Assessment for English Language Arts Author Amy Benjamin
ISBN-10 9781596670754
Release 2008
Pages 139
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This book demonstrates how formative assessments, unlike standardized tests, provide the kind of communication between teachers and students that help teachers make instructional decisions to improve student performance.



How People Learn

How People Learn Author National Research Council
ISBN-10 9780309131971
Release 2000-08-11
Pages 384
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First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.



Embedded Formative Assessment

Embedded Formative Assessment Author Dylan Wiliam
ISBN-10 9781936765010
Release 2011-11-01
Pages 200
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Formative assessment plays an important role in increasing teacher quality and student learning when it’s viewed as a process rather than a tool. Emphasizing the instructional side of formative assessment, this book explores in depth the use of classroom questioning, learning intentions and success criteria, feedback, collaborative and cooperative learning, and self-regulated learning to engineer effective learning environments for students.



Teaching Strategies That Create Assessment Literate Learners

Teaching Strategies That Create Assessment Literate Learners Author Anita Stewart McCafferty
ISBN-10 9781506382104
Release 2018-05-01
Pages 248
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The authors' overlay of high impact strategies with the seven strategies of assessment for learning acts as a guide for teachers and leaders to maintain focus for professional development and high impact classroom practices. The book also provides an updated set of examples that explain the seven strategies: clear learning targets and models of strong and weak student work (where am I going?); descriptive feedback and self-assessment and goal setting (where am I now?); and diagnosing learning needs and matching with high impact strategies, focused practice with feedback, and self-reflection and tracking progress (what are my next steps?). Finally, the book presents organizing structures based on the most recent aggregations of empirical evidence (Hattie, 2009; 2012) so that teachers and leaders can make informed choices for areas of emphasis and focus.



Formative Assessment

Formative Assessment Author Harry G. Tuttle
ISBN-10 9781596670969
Release 2009
Pages 142
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This "how-to" book on formative assessment is filled with practical suggestions for teachers who want to use formative assessment in their classrooms. With practical strategies, tools, and examples for teachers of all subjects and grade levels, this book shows you how to use formative assessment to promote successful student learning.



Collaborative Analysis of Student Work

Collaborative Analysis of Student Work Author Georgea M. Langer
ISBN-10 9780871207845
Release 2003
Pages 212
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Offers an approach to staff development that challenges teachers to examine their beliefs about what students can do and helps them identify which teaching methods are working most successfully.



Assessment Strategies for Self Directed Learning

Assessment Strategies for Self Directed Learning Author Arthur L. Costa
ISBN-10 0761938710
Release 2004
Pages 170
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A new volume for the Experts In Assessment series focusing on assessing students' abilities as self-directed learners. Self-directed learners are defined as self-managing, self-monitoring, and self-modifying. These three dispositions need to be assessed to determine if they are being internalized and habituated over time. Arthur L Costa and Bena Kallick use "triangulation" to ensure that the assessment system is balanced and complete. Assessment "triangulation" consists of knowledge, performance, and demonstration. This book promises to gain a lot of interest and attention merely by the fact that it is authored by the Habits of Mind experts.