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UC Berkeley - Compendium of Suggestions for Teaching with Excellence
Excellent, simple to use; a long list of teaching strategies and things to consider, from one of the best teacher resource centers, UC Berkeley. A “cliff notes” version that has been expanded into publisher Jossey-Bass’s landmark "Tools for Teaching."
http://teaching.berkeley.edu/compendium/
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Seven Principles for Good Practice In Undergraduate Education
Arthur Chickering and Zelda Gamson’s useful summary of what decades of educational research indicates are the kinds of teaching/learning activities most likely to improve learning outcomes.
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm
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Using the World Wide Web to Enhance Classroom Instruction
An extended article describing the benefits and best practices of classroom technology use.
http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/732
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Academic Commons
An online community of liberal arts faculty contributing sample technological pedagogy tools. Also, articles discussing the effectiveness of information technology for learning in the liberal arts.
http://www.academiccommons.org/ctfl/
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Study Guides and Strategies
Aimed at students, this site is a user-friendly bulleted list of briefly treated topics, all related to college study skills and how to learn.
http://www.studygs.net/
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A Brief Summary of the Best Practices in Teaching
Collected here, without examples or detailed explanations, are practices that constitute excellence in college teaching. These elements represent the broad range of the most effective actions teachers take, and requisite conditions teachers establish, to facilitate learning. The listing is brief and serves more as a reference to the scope of excellent teaching techniques than as a source of enlightenment. For detailed information on items that are...
http://northonline.sccd.ctc.edu/eceprog/bstprac.htm
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Defining and Evaluating College Teaching (pdf)
Describes the seven areas that should be considered when evaluating teaching: subject matter mastery, curriculum development, course design, delivery instruction, assessment of instruction, availability to students, and administrative requirements. Idea Paper no. 21, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.
http://www.theideacenter.org/sites/default/files/Idea_Paper_21.pdf
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Focusing on Active, Meaningful Learning (pdf)
A short article in which a teaching-scholar defines what she means by “active and meaningful learning,” discusses unstructured cooperative learning and critical thinking, and reflects on experience in using these concepts in the courses she teaches and the textbooks she writes. Idea Paper no. 34, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.
http://www.theideacenter.org/sites/default/files/Idea_Paper_34.pdf
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Motivating Students (pdf)
Reviews research and explains several concrete best practices on how to motivate students. Idea Paper no. 1, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.
http://www.idea.ksu.edu/papers/Idea_Paper_01.pdf
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Teaching and Learning when We Least Expect It: The Role of Critical Moments in Student Development
Personal reflection on the importance of informal moments in the education of students, and the implications for our metaphor of teaching.
http://ctl.stanford.edu/Tomprof/postings/575.html
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Teaching And Learning Styles: The Cultural Context
Looks at some of the role cultural context plays in developing and using various teaching and learning styles. Re-print of chapter 7 of “Teaching, Testing, and Measuring Intelligence” (University of Wisconsin Press).
http://ctl.stanford.edu/Tomprof/postings/464.html
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Universal Design of Instruction: Definition, Principles, and Examples
An overview of the research on “universal design,” which aims to design instruction to maximize the learning of students from a wide variety of ethnic and racial backgrounds, English language skills, learning styles, and disabilities?
http://www.washington.edu/doit/Brochures/Academics/instruction.html
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IDEA Center Notes
20 succinct 2-page papers explaining the “why” and “how to” of the specific teaching methods utilized in the IDEA Center’s Teaching Diagnostic Form. Each article includes a brief “Background” to the issue/technique, “Helpful Hints” and “References and Resources.”
http://www.idea.ksu.edu/resources/
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Ten Commandments of Team Teaching
Short pithy, creative, and encouraging list of factors and practices to keep in mind when team teaching.
http://ctl.stanford.edu/Tomprof/postings/712.html
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Association for Supervision and Curriculum Development (ASCD)
This website is a rich repository of resources to support the design model advocated in the book "Understanding by Design" (Grant Wiggins and Jay McTighe, 1998), particularly around backwards design for effective "outputs."
http://www.ascd.org/research_a_topic/Understanding_by_Design.aspx
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Writing Learning Outcomes
A brief overview of the differences between measurable (good) and non-measurable (poor) learning outcomes and the importance of the former. "Learning outcomes should flow from a needs assessment. The needs assessment should determine the gap between an existing condition and a desired condition. Learning outcomes are statements which describe a desired condition -- that is, the knowledge, skills, or attitudes needed to fulfill the need."
http://www.aallnet.org/prodev/outcomes.asp
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