A Concise Guide to Improving Student Learning
Six Evidence-Based Principles and How to Apply Them

Foreword by Michael Reder
Paper: 978 1 62036 092 7 / $24.95
 
Published: July 2014  

Cloth: 978 1 62036 091 0 / $95.00
 
Published: July 2014  

Lib E-Book: 978 1 62036 093 4 / $95.00  
About Library E-Book

Published: March 2015  

E-Book: 978 1 62036 094 1 / $19.99
 
Published: March 2015  

Publisher: Stylus Publishing
144 pp., 6" x 9"
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This concise guidebook is intended for faculty who are interested in engaging their students and developing deep and lasting learning, but do not have the time to immerse themselves in the scholarship of teaching and learning.

Acknowledging the growing body of peer-reviewed literature on practices that can dramatically impact teaching, this intentionally brief book:

* Summarizes recent research on six of the most compelling principles in learning and teaching
* Describes their application to the college classroom
* Presents teaching strategies that are based on pragmatic practices
* Provides annotated bibliographies and important citations for faculty who want to explore these topics further

This guidebook begins with an overview of how we learn, covering such topics such as the distinction between expert and novice learners, memory, prior learning, and metacognition. The body of the book is divided into three main sections each of which includes teaching principles, applications, and related strategies – most of which can be implemented without extensive preparation.

The applications sections present examples of practice across a diverse range of disciplines including the sciences, humanities, arts, and pre-professional programs.

This book provides a foundation for the reader explore these approaches and methods in his or her teaching.

Table of Contents:
Foreword

Preface

Introduction: Knowing About Learning Informs Our Teaching

Chapter 1 Deeper Learning and Better Retention
Principle 1: Desirable Difficulties Increase Long-Term Retention
Workshop 1.1: Concept Maps
Principle 2: Meaningful and Spaced Repetition Increases Retention
Principle 3: Emotion and Relevance Deepen Learning
Workshop 3.1: Community-Based Learning

Chapter 2 Actively Engaged Learning
Principle 4: Multisensory Instruction Deepens Learning
Workshop 4.1: The Flipped Classroom
Principle 5: Small Groups Engage Students
Workshop 5.1: Problem-Based Learning
Workshop 5.2: Process-Oriented Guided-Inquiry Learning

Chapter 3 Assessment
Principle 6: Formative Assessment or Low-Stakes Evaluation Strengthens Retention
Workshop 6.1: Grading, Summative Assessment, and High-Stakes Evaluation
6.1A: Creating Assessment Tools
6.1B: Constructing Rubrics
6.1C: Tips for Grading Papers and Essay Exams
Workshop 6.2: Soliciting Midsemester Student Feedback to Improve a Course

Appendix A: Course Design Workshops
Workshop A.1: The Syllabus
Workshop A.2: Strategies for the First and Last Days of Class
Appendix B: Workshop on Lectures and Minilectures: Planning and Delivery
Appendix C: Workshop on Classroom Discussions

Bibliography

Index


Sample - Introduction

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Reviews & Endorsements:
"A Concise Guide to Improving Student Learning: Six Evidence-Based Principles and How to Apply Them offers educators at the college teaching levels specific ideas on how to apply theory to learning, and pairs a research-based book with a guide to advancing scholarship quality in higher education. Chapters are intended for faculty who want to engage their students, but have little time to study the process. Recent research findings are thus summarized, linked to college classroom applications and methods, and contrasted with teaching methods that have been used less successfully. Add in annotated bibliographies and citations and you have a fine guide educators will relish."
- California Bookwatch
“In just a few dozen pages, this research-based book will inspire and help you to make your teaching more intentional, engaging, and effective. This concise guide synthesizes recent scholarship to provide practical advice that is accessible to everyone who teaches in higher education.”
- Peter Felten , Assistant Provost for Teaching and Learning, Director, Center for Engaged Learning, and Professor of History, Elon University
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