The document provides an overview of cognitive science principles and evidence-based teaching methods. It discusses:
- Constructivism, schema formation, deliberate practice, limited working memory, retrieval practice, metacognition, spacing and interleaving as important cognitive concepts.
- Specific techniques like "just in time teaching", clicker questions, quizzes and team-based learning that incorporate these concepts into classroom instruction.
- Research evidence showing techniques like retrieval practice and spaced learning improve student learning compared to traditional lectures.
- Challenges but also benefits of implementing active learning methods, and tips for gaining student buy-in for these approaches.
What everyone should know about teaching othersguestd6b71b
In life, as computing professionals, we all teach and we all learn. And, especially in the computing discipline, we don't ever expect that to stop. So whether you plan to work in industry, academia, or somewhere else (a small desert island?) you should know more about what research shows contributes to effective learning. Use this knowledge to learn better yourself or to assist others in their learning.
From the Un-Distinguished Lecture Series (http://ws.cs.ubc.ca/~udls/). The talk was given Apr. 04, 2008.
This document outlines a unit plan for an 8th grade social studies class on TED Talk Learning. Over the course of 2 months, students will complete a 30-day challenge of their choosing, monitor their progress, and present their experience and learnings in a TED Talk-style speech to the class. Lessons include introducing the 30-day challenge concept, brainstorming challenge ideas, learning motivation techniques, preparing speeches, and practicing public speaking skills like overcoming fears. The unit aims to help students improve themselves and learn how to articulate experiences to others through hands-on challenge work and speech presentations.
The document discusses four categories of reasoning that teachers demonstrated when deciding how to respond to students who need help solving problems: 1) the student's mathematical thinking, 2) the teacher's mathematical thinking, 3) the student's affect, and 4) general teaching moves. It analyzes sample responses from teachers who watched a video of a student, Rex, solving math problems. The best response focused on Rex's mathematical thinking by noting strategies he used and how to build on that thinking, while others focused more on teaching strategies or Rex's emotions.
This document provides a summary of a webinar about the first grade CCGPS mathematics unit on creating routines using data. The webinar focused on the big ideas, standards, and examples for the unit. It also discussed tools for developing number sense, examples for assessment, and a list of resources for teaching the CCGPS. The presenter emphasized developing a deep understanding of quantity, relationships among numbers, and representations of number.
For more classes visit
www.snaptutorial.com
From the 1600s to today, the education of young children in the U.S. has changed dramatically and has been influenced by social, economic, and political events and trends
The document provides information about upcoming professional development opportunities being offered by the Teaching and Learning Center (TLC) at Lone Star College. It lists several training sessions being held in February through April on various topics such as supporting veterans, languages of appreciation, strengths assessment, and burnout. It also provides information about a new software for creating instructional videos. The TLC is seeking feedback on professional development needs and will be implementing online feedback forms after sessions. The TLC staff contact information is listed at the end.
The document is a presentation on developing expertise. It discusses the concept of deliberate practice, which involves setting explicit goals, focusing on the task, getting feedback, and regularly practicing over a long period of time. It notes that expertise takes around 10,000 hours of deliberate practice. The presentation also discusses different levels of mastery from incompetent to expert and unconscious competence. It emphasizes that expertise is developed through practice, not innate talent, and encourages students to engage in deliberate practice to continue improving.
This webinar provided an overview of the 3rd grade CCGPS Unit 1 on number and operations in base ten. It discussed the big ideas of developing a deep understanding of place value and its usefulness in estimation and computation. Resources on teaching strategies, examples, assessments, and professional development were provided. Participants were encouraged to read the standards and unit, discuss them with colleagues, and provide feedback on the wiki page to help improve future webinars.
What everyone should know about teaching othersguestd6b71b
In life, as computing professionals, we all teach and we all learn. And, especially in the computing discipline, we don't ever expect that to stop. So whether you plan to work in industry, academia, or somewhere else (a small desert island?) you should know more about what research shows contributes to effective learning. Use this knowledge to learn better yourself or to assist others in their learning.
From the Un-Distinguished Lecture Series (http://ws.cs.ubc.ca/~udls/). The talk was given Apr. 04, 2008.
This document outlines a unit plan for an 8th grade social studies class on TED Talk Learning. Over the course of 2 months, students will complete a 30-day challenge of their choosing, monitor their progress, and present their experience and learnings in a TED Talk-style speech to the class. Lessons include introducing the 30-day challenge concept, brainstorming challenge ideas, learning motivation techniques, preparing speeches, and practicing public speaking skills like overcoming fears. The unit aims to help students improve themselves and learn how to articulate experiences to others through hands-on challenge work and speech presentations.
The document discusses four categories of reasoning that teachers demonstrated when deciding how to respond to students who need help solving problems: 1) the student's mathematical thinking, 2) the teacher's mathematical thinking, 3) the student's affect, and 4) general teaching moves. It analyzes sample responses from teachers who watched a video of a student, Rex, solving math problems. The best response focused on Rex's mathematical thinking by noting strategies he used and how to build on that thinking, while others focused more on teaching strategies or Rex's emotions.
This document provides a summary of a webinar about the first grade CCGPS mathematics unit on creating routines using data. The webinar focused on the big ideas, standards, and examples for the unit. It also discussed tools for developing number sense, examples for assessment, and a list of resources for teaching the CCGPS. The presenter emphasized developing a deep understanding of quantity, relationships among numbers, and representations of number.
For more classes visit
www.snaptutorial.com
From the 1600s to today, the education of young children in the U.S. has changed dramatically and has been influenced by social, economic, and political events and trends
The document provides information about upcoming professional development opportunities being offered by the Teaching and Learning Center (TLC) at Lone Star College. It lists several training sessions being held in February through April on various topics such as supporting veterans, languages of appreciation, strengths assessment, and burnout. It also provides information about a new software for creating instructional videos. The TLC is seeking feedback on professional development needs and will be implementing online feedback forms after sessions. The TLC staff contact information is listed at the end.
The document is a presentation on developing expertise. It discusses the concept of deliberate practice, which involves setting explicit goals, focusing on the task, getting feedback, and regularly practicing over a long period of time. It notes that expertise takes around 10,000 hours of deliberate practice. The presentation also discusses different levels of mastery from incompetent to expert and unconscious competence. It emphasizes that expertise is developed through practice, not innate talent, and encourages students to engage in deliberate practice to continue improving.
This webinar provided an overview of the 3rd grade CCGPS Unit 1 on number and operations in base ten. It discussed the big ideas of developing a deep understanding of place value and its usefulness in estimation and computation. Resources on teaching strategies, examples, assessments, and professional development were provided. Participants were encouraged to read the standards and unit, discuss them with colleagues, and provide feedback on the wiki page to help improve future webinars.
The College Classroom Fa15 Meeting 5: Active LearningPeter Newbury
This document summarizes an active learning workshop that discusses various teaching strategies to engage students in the learning process. It describes techniques like think-pair-share, peer instruction with clickers, demonstrations, and videos. The workshop emphasizes that passive lecturing is less effective for learning than active methods where students participate through predictions, discussions, problem-solving, and receiving feedback. Research evidence is presented showing active learning improves student performance, particularly for underrepresented groups in STEM fields. The goal is to help instructors design more interactive classroom experiences.
Tips and Strategies for the Virtual Shift of Face-to-Face Math ClassesFred Feldon
An AMATYC/NOSS/ITLC joint presentation by Fred Feldon and Paul Nolting for the American Mathematical Association of Two Year Colleges, the National Organization for Student Success, and the Innovative Teaching and Learning Committee. Tips on dealing with the transition to remote teaching and learning because of COVID-19.
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
From FTEP, March 15th. Stephanie Chasteen, Science Teaching Fellow, Physics
Steven Pollock, President’s Teaching Scholar and Professor of Physics
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. How does a teacher use questioning effectively? What is the right number of questions to ask? How do we avoid just giving students the answer? How do we avoid embarrassing our students, or confusing the class, if they give me the wrong answer? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of questioning –student engagement and deep learning. We will focus on the use of “peer instruction” – the practice of requiring students to discuss their answers to challenging questions with one another. Peer instruction is facilitated by the use of “clickers”, but many benefits of the technique can be achieved even without the technology. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions.
The document discusses geographical enquiry and its importance in developing essential skills for students. It provides examples of enquiry questions at different levels, from simple factual questions to more complex investigations. It also outlines approaches for designing enquiries, including leading students through the enquiry process, linking enquiries to real-world issues, and using a variety of presentation formats to engage students.
TMPH Fa14 Week 5: Alternatives to LecturePeter Newbury
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Tips For the Virtual Shift of F2f Math ClassesFred Feldon
This document provides tips for maintaining instructional continuity, enrollment, and effective communication when transitioning math classes from face-to-face to virtual due to COVID-19 disruptions. It emphasizes maintaining student engagement through regular communication, flexibility in content delivery, and using synchronous activities like webinars. Specific recommendations include using video conferencing tools for interactive lessons, collaborative activities to promote interaction, and addressing both cognitive and affective learning domains. Upfront preparation of webinars into structured segments and incorporating multiple engagement strategies is advised. The benefits of webinars for student success are noted.
ZOOM Your Way Into Online Corequisite SupportFred Feldon
"Aarrgh... I feel like I'm teaching myself!" Learn how to remove the overwhelming sense of isolation in an online corequisite course by including affective domain and having a synchronous component. Technology has now reached a point where you can finally, truly replicate the collaboration, breakout groups, peer instruction and active learning that normally takes place in the classroom.
Increase Engagement and Authentic Assessment in Online ClassesFred Feldon
Part 2 of American Mathematical Association of Two Year Colleges (AMATYC) joint presentation with Maria Andersen, February 15, 2022. Overcome students' predilection to passivity, create a pathway to equity and develop confident, motivated students.
The document discusses using technology to support student learning. It outlines several principles of good teaching practice, including encouraging student-staff contact, active learning, and high expectations. It also discusses various technologies that can impact student learning, such as clickers, blogs, wikis, and peer/self-assessment tools. Turnitin software is mentioned as a way to help identify plagiarism.
2nd That Emotion: Support for the Affective DomainFred Feldon
Los Angeles Valley College AB 705 Math Workshop, May 17, 2019. Design principles for high-challenge, high-support curricula and pedagogy includes intentional support for students' affective needs. The non-cognitive domain plays an undeniable role in reducing students' fears and increasing students' willingness to engage with challenging tasks.
The document discusses an English course for law students and its contributions to their professional training and career development. It explains that the course provides students with skills to succeed in a changing world and access new information in their field. When students study English, they learn the language used for latest developments, allowing them to stay informed. The institution aims to develop students' critical thinking so they can propose solutions to real-world problems. The course covers general English skills applicable to all students through theoretical and practical lessons related to their immediate environment. It assesses students' language learning through greetings, personal information exchanges, and describing plans and events.
Just in Time Teaching - Jeff Loats @ LMUJeff Loats
Just in Time Teaching (JiTT) is a teaching strategy that uses online pre-class assignments called "WarmUps" to promote student preparation and engagement. Students complete WarmUps before class that assess their understanding of new material through questions. Instructors review student responses and modify class plans accordingly. Research shows JiTT improves student preparation and conceptual understanding compared to traditional lectures across many disciplines like physics, biology and art history. While the technology used can vary, the core JiTT approach focuses on the evidence-backed benefits of pre-class work, in-class feedback loops and interactive learning.
Moving Beyond 'Painting by Numbers': Promoting 'Real' Learning for a Complex ...Bill Moore
This document summarizes challenges in promoting real learning for a complex world and strategies to address these challenges based on William Perry's scheme of intellectual and ethical development. It outlines how current educational practices and students' conceptions of knowledge can limit real learning. Perry's scheme describes qualitative shifts in how students make meaning and interprets subject matter. The scheme provides a framework for instructional approaches that balance challenge and support to help students progress in their thinking. Real learning requires moving beyond memorization to changing understanding, but this transition involves both intellectual growth and loss of simpler perspectives.
The College Classroom Fa15 Meeting 9: The First Day of ClassPeter Newbury
The document discusses best practices for the first day of class, including establishing motivation for the course, personalizing the learning experience, and setting expectations. It emphasizes welcoming students, introducing yourself, involving students, and ending on time with important contact information. The goals are to help students understand why the course is interesting and worthwhile and feel that they can succeed with effort. Instructors should believe all students are capable of learning and avoid sending messages of distrust on the first day.
The College Classroom Wi16 Meeting 8: Teaching as ResearchPeter Newbury
The document discusses teaching as research and provides examples of classroom research projects an instructor could conduct. It describes how teaching as research involves using systematic research methods to study student learning and develop teaching practices. Examples of research topics include comparing student performance based on time of day a course is taught, assessing depth of student knowledge, and determining if PowerPoint or video is better for supporting flipped classes. The document also discusses ethical considerations like respecting students and avoiding harm as outlined in the Belmont Report.
Best practices for running peer instructionPeter Newbury
Peer instruction is a student-centered teaching method that uses clickers to engage students in answering conceptual questions. The document outlines the choreography for effectively implementing peer instruction, including having students first answer questions individually, then discuss in small groups before voting again. It emphasizes giving students sufficient thinking and discussion time. Peer instruction works best in a flipped classroom where students learn basic content at home so class time can be spent on challenging concepts with immediate feedback.
This document summarizes the key points from a classroom management class. It discusses instructional strategies like adjusting instruction, Glasser's lead teaching approach, and preferred activity time. Data collection methods for evaluating instructional interventions are outlined. The last sections cover differentiation, curriculum compacting, and ideas for differentiation like learning contracts and centers. Overall, the document provides an overview of classroom management techniques with a focus on differentiated instructional strategies.
Problem-based learning (PBL) is an instructional strategy where students learn through the experience of problem solving. It uses real world scenarios and relies on small collaborative groups guided by a facilitator. Students take responsibility for their own learning by identifying learning needs and researching the topics. The instructor guides the process without directly teaching, and scenarios are used to help students build skills like clinical reasoning. PBL has been shown to help students develop integrated knowledge and better acquire and retain information for fields like medicine that see rapid changes.
The College Classroom Fa15 Meeting 5: Active LearningPeter Newbury
This document summarizes an active learning workshop that discusses various teaching strategies to engage students in the learning process. It describes techniques like think-pair-share, peer instruction with clickers, demonstrations, and videos. The workshop emphasizes that passive lecturing is less effective for learning than active methods where students participate through predictions, discussions, problem-solving, and receiving feedback. Research evidence is presented showing active learning improves student performance, particularly for underrepresented groups in STEM fields. The goal is to help instructors design more interactive classroom experiences.
Tips and Strategies for the Virtual Shift of Face-to-Face Math ClassesFred Feldon
An AMATYC/NOSS/ITLC joint presentation by Fred Feldon and Paul Nolting for the American Mathematical Association of Two Year Colleges, the National Organization for Student Success, and the Innovative Teaching and Learning Committee. Tips on dealing with the transition to remote teaching and learning because of COVID-19.
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
From FTEP, March 15th. Stephanie Chasteen, Science Teaching Fellow, Physics
Steven Pollock, President’s Teaching Scholar and Professor of Physics
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. How does a teacher use questioning effectively? What is the right number of questions to ask? How do we avoid just giving students the answer? How do we avoid embarrassing our students, or confusing the class, if they give me the wrong answer? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of questioning –student engagement and deep learning. We will focus on the use of “peer instruction” – the practice of requiring students to discuss their answers to challenging questions with one another. Peer instruction is facilitated by the use of “clickers”, but many benefits of the technique can be achieved even without the technology. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions.
The document discusses geographical enquiry and its importance in developing essential skills for students. It provides examples of enquiry questions at different levels, from simple factual questions to more complex investigations. It also outlines approaches for designing enquiries, including leading students through the enquiry process, linking enquiries to real-world issues, and using a variety of presentation formats to engage students.
TMPH Fa14 Week 5: Alternatives to LecturePeter Newbury
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Tips For the Virtual Shift of F2f Math ClassesFred Feldon
This document provides tips for maintaining instructional continuity, enrollment, and effective communication when transitioning math classes from face-to-face to virtual due to COVID-19 disruptions. It emphasizes maintaining student engagement through regular communication, flexibility in content delivery, and using synchronous activities like webinars. Specific recommendations include using video conferencing tools for interactive lessons, collaborative activities to promote interaction, and addressing both cognitive and affective learning domains. Upfront preparation of webinars into structured segments and incorporating multiple engagement strategies is advised. The benefits of webinars for student success are noted.
ZOOM Your Way Into Online Corequisite SupportFred Feldon
"Aarrgh... I feel like I'm teaching myself!" Learn how to remove the overwhelming sense of isolation in an online corequisite course by including affective domain and having a synchronous component. Technology has now reached a point where you can finally, truly replicate the collaboration, breakout groups, peer instruction and active learning that normally takes place in the classroom.
Increase Engagement and Authentic Assessment in Online ClassesFred Feldon
Part 2 of American Mathematical Association of Two Year Colleges (AMATYC) joint presentation with Maria Andersen, February 15, 2022. Overcome students' predilection to passivity, create a pathway to equity and develop confident, motivated students.
The document discusses using technology to support student learning. It outlines several principles of good teaching practice, including encouraging student-staff contact, active learning, and high expectations. It also discusses various technologies that can impact student learning, such as clickers, blogs, wikis, and peer/self-assessment tools. Turnitin software is mentioned as a way to help identify plagiarism.
2nd That Emotion: Support for the Affective DomainFred Feldon
Los Angeles Valley College AB 705 Math Workshop, May 17, 2019. Design principles for high-challenge, high-support curricula and pedagogy includes intentional support for students' affective needs. The non-cognitive domain plays an undeniable role in reducing students' fears and increasing students' willingness to engage with challenging tasks.
The document discusses an English course for law students and its contributions to their professional training and career development. It explains that the course provides students with skills to succeed in a changing world and access new information in their field. When students study English, they learn the language used for latest developments, allowing them to stay informed. The institution aims to develop students' critical thinking so they can propose solutions to real-world problems. The course covers general English skills applicable to all students through theoretical and practical lessons related to their immediate environment. It assesses students' language learning through greetings, personal information exchanges, and describing plans and events.
Just in Time Teaching - Jeff Loats @ LMUJeff Loats
Just in Time Teaching (JiTT) is a teaching strategy that uses online pre-class assignments called "WarmUps" to promote student preparation and engagement. Students complete WarmUps before class that assess their understanding of new material through questions. Instructors review student responses and modify class plans accordingly. Research shows JiTT improves student preparation and conceptual understanding compared to traditional lectures across many disciplines like physics, biology and art history. While the technology used can vary, the core JiTT approach focuses on the evidence-backed benefits of pre-class work, in-class feedback loops and interactive learning.
Moving Beyond 'Painting by Numbers': Promoting 'Real' Learning for a Complex ...Bill Moore
This document summarizes challenges in promoting real learning for a complex world and strategies to address these challenges based on William Perry's scheme of intellectual and ethical development. It outlines how current educational practices and students' conceptions of knowledge can limit real learning. Perry's scheme describes qualitative shifts in how students make meaning and interprets subject matter. The scheme provides a framework for instructional approaches that balance challenge and support to help students progress in their thinking. Real learning requires moving beyond memorization to changing understanding, but this transition involves both intellectual growth and loss of simpler perspectives.
The College Classroom Fa15 Meeting 9: The First Day of ClassPeter Newbury
The document discusses best practices for the first day of class, including establishing motivation for the course, personalizing the learning experience, and setting expectations. It emphasizes welcoming students, introducing yourself, involving students, and ending on time with important contact information. The goals are to help students understand why the course is interesting and worthwhile and feel that they can succeed with effort. Instructors should believe all students are capable of learning and avoid sending messages of distrust on the first day.
The College Classroom Wi16 Meeting 8: Teaching as ResearchPeter Newbury
The document discusses teaching as research and provides examples of classroom research projects an instructor could conduct. It describes how teaching as research involves using systematic research methods to study student learning and develop teaching practices. Examples of research topics include comparing student performance based on time of day a course is taught, assessing depth of student knowledge, and determining if PowerPoint or video is better for supporting flipped classes. The document also discusses ethical considerations like respecting students and avoiding harm as outlined in the Belmont Report.
Best practices for running peer instructionPeter Newbury
Peer instruction is a student-centered teaching method that uses clickers to engage students in answering conceptual questions. The document outlines the choreography for effectively implementing peer instruction, including having students first answer questions individually, then discuss in small groups before voting again. It emphasizes giving students sufficient thinking and discussion time. Peer instruction works best in a flipped classroom where students learn basic content at home so class time can be spent on challenging concepts with immediate feedback.
This document summarizes the key points from a classroom management class. It discusses instructional strategies like adjusting instruction, Glasser's lead teaching approach, and preferred activity time. Data collection methods for evaluating instructional interventions are outlined. The last sections cover differentiation, curriculum compacting, and ideas for differentiation like learning contracts and centers. Overall, the document provides an overview of classroom management techniques with a focus on differentiated instructional strategies.
Problem-based learning (PBL) is an instructional strategy where students learn through the experience of problem solving. It uses real world scenarios and relies on small collaborative groups guided by a facilitator. Students take responsibility for their own learning by identifying learning needs and researching the topics. The instructor guides the process without directly teaching, and scenarios are used to help students build skills like clinical reasoning. PBL has been shown to help students develop integrated knowledge and better acquire and retain information for fields like medicine that see rapid changes.
sci approach to sci ^L0 eng ed ethiopia 50 min.pptxSufiyanAbdulmenan
I. General intro on how the brain learns complex thinking through intensely practicing decision-making with feedback to enhance relevant neuron connections, similar to muscle development.
II. Examples from university classrooms show that active learning with research-based teaching methods consistently leads to greater learning and lower failure rates compared to traditional lectures.
III. Detailed findings from classroom research show what teaching practices work best to improve learning, such as designing thinking activities that require students to practice making authentic problem-solving decisions using their subject knowledge and receiving timely feedback. Implementing these practices can dramatically improve post-secondary education outcomes.
The book Make it Stick outlines research-backed learning techniques that are more effective than commonly believed methods. It discusses generative learning, retrieval practice, spaced repetition, interleaving topics, and varied practice as superior to massed practice, rereading, and "errorless" learning. While learning preferences exist, learning styles are not supported by research. Mental models and generating one's own explanations are emphasized as combating the "illusion of knowing" without true understanding. The goal is for students to understand and apply knowledge, not just complete tasks or feel familiar with material.
The document discusses higher order thinking skills (HOTS) such as critical thinking, problem solving, and creative thinking. It provides background on HOTS and strategies to develop them, including George Polya's problem solving process and Bloom's Taxonomy of learning domains. The document also discusses encouraging HOTS through questioning techniques, mind mapping, project-based learning, and the need to develop these skills for students to succeed in school and career.
This document summarizes the challenges of teaching non-majors biology online and efforts to revamp an online biology course. It discusses problems with the previous course design and materials. The redesign focuses on incorporating active learning strategies supported by educational research. New elements include an engaging textbook, formative assessments through interactive lessons and games, and authentic assignments where students explore self-selected topics. Preliminary results suggest students find the new approach more interesting. Further data is still needed to evaluate the impact on learning and satisfaction.
This document discusses active questioning techniques in science teaching. It emphasizes that science is built on asking questions to make observations, test predictions, and understand phenomena. Engaging students involves hands-on investigation of puzzles they can explore. Effective questioning must be planned, using open-ended questions and grouping students to discuss. A variety of active strategies keep students motivated. The key is making the most of opportunities in science for developing students' social, cultural, moral growth and literacy/math skills. Teachers should share good questioning practices within the science department.
Converting Your Curriculum to the Common Core - Talia Arbit, EdCiteAdam Blum
This document provides an overview of converting curriculum to align with Common Core standards. It discusses:
1) Common Core assessments require higher-level thinking than simple recall and focus on understanding and application through questions like multiple choice requiring analysis, graphing, drag and drop, and rearranging or selecting text.
2) Performance tasks and inquiry-based learning are emphasized, with the former being multi-stage assessments requiring a range of skills to complete real-world connected goals, and the latter starting with questions or problems rather than facts to promote deeper learning.
3) Project-based learning links to real-world questions answered through long-term projects, while tips for lessons include using different texts for differentiation, practicing
This document discusses various active learning strategies that can be used in place of traditional lectures. It begins by outlining the evidence that active learning is more effective than passive learning for promoting higher-order thinking. Some key active learning techniques described include think-pair-share, guided notes, role plays, debates, and just-in-time teaching. Challenges of implementing these strategies such as student discomfort, unclear expectations, and time constraints are also addressed. The document provides examples and guidance for instructors on incorporating these interactive teaching methods.
Just in time teaching a 21st century brain-based technique - jeff loats - l...Jeff Loats
Just in Time Teaching (JiTT) is a technique that uses online pre-class assignments called "WarmUps" to promote student preparation and engagement. Students answer conceptual questions about upcoming material before class. Instructors review responses to modify lessons and discussions accordingly. Research shows JiTT improves student preparation, attendance, and learning across disciplines from physics to art history. While the initial time investment is large, JiTT addresses brain-based learning principles in ways traditional lectures often neglect. Students report WarmUps make them better prepared and help them learn.
Fostering scientific critical thinking and creativity in higher education – C...EduSkills OECD
This presentation was given by Carl Wieman at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
This document discusses strategies for adapting instruction to engage modern students and prepare them for an increasingly globalized world. It introduces the D-Quadrant framework for lesson planning, which focuses on rigor, relevance, and relationships. Examples are provided of questioning techniques, open-ended essential questions, and web tools that can be used to make learning more active, authentic, and collaborative. Teachers are encouraged to "bump up" existing lessons using these strategies in order to move students from lower-level knowledge and comprehension to higher-order application and adaptation of learning.
The document discusses achieving learning outcomes through incorporating technology into instruction. It begins by noting that despite massive technology expenditures, information technology has not been fully integrated into teaching and learning as predicted. There are some successful individual implementations, but they have been slow to propagate more broadly. The document then provides guidance on describing students and identifying instructional challenges before reviewing models of learning objectives, best teaching approaches, and change theory as it relates to adopting new technologies.
The document outlines an online course called "EngagingScience.eu/en/mooc" that teaches students science concepts and inquiry skills through problem-based learning lessons. The course uses two lessons - the first focuses students on learning key science concepts to apply to a problem, while the second teaches skills like decision making and justifying decisions based on evidence. The goal is to engage students in science and help them develop skills for active participation.
This document discusses Just in Time Teaching (JiTT), an evidence-based instructional strategy where students complete online pre-class assignments called "warm-ups" and the instructor modifies their lesson plan based on the student responses. Research shows JiTT improves student preparation, engagement, learning, and retention compared to traditional lecture-based methods. The presenter advocates that JiTT is easy for instructors to implement and addresses important areas often neglected in teaching like student metacognition and holding students accountable for pre-class work.
Intelligent Adaptive Learning: A Powerful Element for 21st Century Learning &...DreamBox Learning
In this webinar, Dr. Tim Hudson shares insights about leveraging technology to improve student learning. At a time when schools are exploring “flipped” and “blended” learning models, it’s important to deeply understand how to design effective learning experiences, curriculum, and differentiation approaches. The quality of students’ digital learning experiences is just as important as the quality of their educational experiences inside the classroom. Having worked for over 10 years in public education as a teacher and administrator, Dr. Hudson has worked with students, parents, and teachers to improve learning outcomes for all students. As Curriculum Director at DreamBox Learning, he provides an overview of Intelligent Adaptive Learning, a next generation technology available to schools that uses sound pedagogy to tailor learning to each student’s unique needs. This webinar focuses on how administrators and teachers can make true differentiation a reality by focusing on learning goals and strategic use of technology.
The document provides advice for young people considering careers in computing. It discusses how computing is an evolving field that has changed society with the internet and offers excellent job opportunities. Careers in computing can provide financial success, as the top 20 richest people include founders of major tech companies like Microsoft, Oracle, Facebook, and Google. The document recommends embracing a career in computing and joining professional organizations like the ACM to gain benefits. It emphasizes that no matter what computing subfield is chosen, there will be opportunities for a successful career.
The document provides a lesson plan for teaching grade 8 science students about quarks and leptons. The lesson uses a hands-on activity where students dismantle cookies and explore the ingredients (dough, chocolate chips) as analogies for subatomic particles (protons, neutrons, quarks). Students then use sorting cards to model the patterns between cookie ingredients and subatomic particles. The lesson aims to help students understand that all matter is made of different combinations of fundamental particles like quarks and leptons. The teacher assesses students formatively through observing their card sorting and discussions.
The document describes a masterclass on backward curriculum design. It will focus on explaining the backward design approach developed by Wiggins and McTighe, which uses learning outcomes to determine assessment and content. Attendees will learn how to devise learning outcomes, assessment, and content for a lesson plan using this approach. The masterclass will be practical and allow participants to create a backward-designed lesson plan for use in their own teaching.
Similar to Cognitive Science and Tested Teaching Methods by Bill Goffe (Presented at UNO) (20)
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Cognitive Science and Tested Teaching Methods by Bill Goffe (Presented at UNO)
1. Cognitive Science and Tested
Teaching Methods
Part I: Foundations
Bill Goffe
bill.goffe@psu.edu
Department of Economics
Penn State
2. Goals
Add to what you know about teaching
Principles behind “evidence-based” methods
Why “flipped” or “active learning”
Part II: Methods
Links to relevant literature
Thanks
Scott Simkins, Mark Maier, KimMarie
McGoldrick, & Carl Wieman
My Story
Questions – please!
3. Result from Physics Education Research: 1
Richard R. Hake, "Interactive-Engagement Versus Traditional Methods:
A Six-Thousand-Student Survey of Mechanics Test Data for
Introductory Physics Courses," American Journal of Physics, (1998)
4,600 cites in Google Scholar
<g>=
<posttest> − <pretest>
100 − <pretest>
4. Result from Physics Education Research: 1
Force Concept Inventory (one question):
A large truck collides head-on with a small compact car.
During the collision:
A) the truck exerts a greater amount of force on the car
than the car exerts on the truck.
B) the car exerts a greater amount of force on the truck
than the truck exerts on the car.
C) neither exerts a force on the other, the car gets smashed
simply because it gets in the way of the truck.
D) the truck exerts a force on the car but the car does not
exert a force on the truck.
E) the truck exerts the same amount of force on the car as
the car exerts on the truck.
5. Result from Physics Education Research: 1
Hestenes, Wells, and Swackhamer, “Force Concept
Inventory,” (1992)*:
“The implications could not be more serious. Since
the students have evidently not learned the most
basic Newtonian concepts, they must have failed to
comprehend most of the material in the course.
They have been forced to cope with the subject by
rote memorization of isolated fragments and by
carrying out meaningless tasks.”
*3,300 cites in Google Scholar
6. Result from Physics Education Research: 1
Implications
Students are not blank slates
Some misconceptions are very strongly held
Constructivism
Schema
How Learning Works, Ambrose et al.
8. Result from Physics Education Research: 2
Deslauriers, Schelew, and Wieman, “Improved Learning in a
Large-Enrollment Physics Class,” Science 332.6031, 2011.*
*750 cites in Google Scholar
9. Result from Physics Education Research: 2
Deliberate practice
• Attempting tasks just beyond current abilities
• Using one's full attention
• Timely and accurate feedback
• Development and elaboration of “effective
mental representations” (schema)
Ericsson, Krampe, and
Tesch-Römer, “The Role
of Deliberate Practice in
the Acquisition of Expert
Performance,” (1993)*
* 7,700 cites in Google Scholar
10. Working Memory
X C N
N P H
D F B
I C I
A N C
A A X
X
C N N
P H D
F B I
C I A
N C A A
X
11. Environment Working Memory
- awareness
- thinking
Long-Term Memory
- factual knowledge
- procedural knowledge
Working Memory: Simplest Model of the Mind
Working memory
very limited
- ~5 “chunks”
- chunks much
smaller for
novices
Limited working memory
12. Working Memory – Simplest Model of the Mind
Also: Curse of
knowledge
13. Testing
Roediger and Karpicke, “Test-Enhanced Learning:
Taking Memory Tests Improves Long-Term
Retention,” Psychological Science, (2006)
Retrieval practice
– Not Just for Assessment
Caveat: students often
feel they know less
with retrieval practice
than rereading
15. Spacing and Interleaving
Spacing learning over time aids retention
Interleaving problem types aids learning
No “blocking” of question types
Butler et al., “Integrating Cognitive Science and
Technology Improves Learning in a STEM
Classroom,” Educational Psychology Review,
(2014)
Spacing
Interleaving
19. Methods Used Today (1st Mentioned Here)
Reduced cognitive load
Outline
Connections to your prior knowledge &
prior elements of the talk
Line by line animation slides & little extra detail
Didn’t talk over quotes
Color-coded key terms
Posed puzzles – to interest you
Hopefully built a bit of rapport
My story – revealed a bit
Shared connections
Smile and humor (?)
Talk by Ken Bain
21. Willingham: Why Don’t Students Like School?
1. People are naturally curious, but
but not good thinkers; unless the
cognitive conditions are right, we
avoid thinking.
2. Factual knowledge must precede skill.
3.Memory is the residue of thought.
4. We understand most things in the context of
things we already know, and most of what we
know is concrete.
5.It is virtually impossible to become proficient at
a task without extended practice.
6.Cognition early is training is fundamentally
different from cognition late in training.
22. Willingham: Why Don’t Students Like School?
7. Children are more alike than different in how
they think and learn.
8. Children do differ in intelligence, but it can be
changed through sustained hard work.
9. Teaching, like any complex cognitive skill, must
be practiced to be improved.
23. Cognitive Science and Tested
Teaching Methods
Part II: Implementation
Bill Goffe
Department of Economics
Penn State
24. Goals
Ways to implement concepts from Part I
Extend how you now teach
Outline
1. Small Teaching: Everyday Lessons from the
Science of Learning by James Lang
– easy to implement interventions
2. “STEM Standard” – JITTs & Clicker Questions
– more effort on your part; more feedback
3. Team-Based Learning™
– great fun to teach this way, but more work
by the instructor to learn new skills
– started at a business school (Mgnt. at OU)
26. Small Teaching*: Making Connections
Schema
Minute thesis
end of semester activity – 1 minute connections
between major course topics
Commonplace book – scrapbook / diary
ask students to make connections in & outside
the course
Social media
Agenda / outline of the day
*Also excerpted in The Chronicle of Higher Ed.
27. Small Teaching: Spacing It Out
“How could students have forgotten that?”
What is the last thing you mastered that you
learned at one sitting?
Spacing & retrieval practice
All assessments have (some)
previous material
Comprehensive final
Butler et al.
Frequent assessments (feedback a plus)
Perhaps benefits not apparent to you but should
be to the next instructor.
Hanawalt (1937)
28. Small Teaching: Giving Them a Say
not mentioned
Performance orientation – pass test / earn an A
Mastery orientation – learn for own sake
Which would you like to see in your students?
More of the latter if one has a say
Select from a set of assignments
Student generated exam questions
Set class rules / policies
Me: Please list one thing you think that
students in here should or should
not do so that class runs smoothly.
TBL: grading scheme
29. Small Teaching: First Five Minutes of Class
not mentioned
“Many years later, as he faced the firing squad,
Colonel Aureliano Buendía was to remember that
distant afternoon when his father took him to
discover ice.”
One Hundred Years of Solitude, García Márquez
30 million copies and a Nobel Prize in Literature
Capture student interest for the day
Start with a question or a puzzle
30. Small Teaching: First Five Minutes of Class
“The material I want students to learn is actually
the answer to a question. On its own, the answer
is almost never interesting. But if you know the
question, the answer may be quite interesting.”
Dan Willingham, Why Don’t Students Like
School?
Two of mine:
31. Part G: Harm from Inflation
Here’s some prices from 1913 (Grand Central
Station):
5¢ small coffee
10¢ for a side of fries
$2 for 100% silk scarf
Question: Have we been harmed by rising prices?
32. Part C: The Role of Capital (K)
& Technology in Growth
Question: How did GDP/person* in the U.S. rise
from $20,675 in 1963 to $57,300 today and change
everyone’s lives?
* I.e., the income of the average person.
33. Small Teaching: First Five Minutes of Class
Ask students what about previous topics
(retrieval practice)
Ask students what they already know
(constructivism)
Can do with a bit of writing
34. Small Teaching: Five Minutes Before Class
Schema
Chat with students
Outline / agenda for the day
Build wonder
35. Small Teaching: Last Five Minutes of Class
Retrieval practice & constructivism
Clear stamp on the day?
Minute paper
Key point today?
What is still unclear to you?
37. STEM Standard: Intro
“This is great fun. My worst day using clickers is
about as good as my best day using standard
lectures [in the past].”
– Clicker Resource Guide
More effort on the instructor’s part
But more use of cognitive science concepts (all)
Basic elements
Pre-class preparation (e.g., JiTTs or perusall.com)
In-class clicker questions w/ Peer Instruction
“Clicker Resources”
(link in handout)
“Just in Time Teaching”
(link in handout)
39. STEM Standard: Example with Principles Illustrated
Constructivism
Schema
Curse of Knowledge
Deliberate Practice
Limited Working Memory
Retrieval Practice
Metacognition
Spacing
Interleaving
40. STEM Standard: Why This Way
Ability to do calculations ≠ student understanding
Mazur student when given the FCI:
“How should I answer these questions?
According to what you taught me or according
to the way I usually think about these things?”
Constructivism
41. STEM Standard: Types of Clicker Questions
(Active Learning in General?)
Quiz on the reading assigned in preparation for the class
Test recall of lecture point
Do a calculation or choose next step in a complex calculation
Survey students to determine background or opinions
Elicit/reveal pre-existing thinking
Test conceptual understanding
Apply ideas in new context/explore implications
Predict results of lecture demo, experiment, or simulation,
video, etc.
Draw on knowledge from everyday life
Relate different representations (graphical, mathematical, …)
“Clicker Resource Guide”
42. Most Effective Clicker Use?
Smith et al., “Combining Peer Discussion with
Instructor Explanation Increases Student
Learning from In-Class Concept Questions,"
CBE-Life Sciences Education, 10.1, 2011
43. How Our Class is Taught
JiTTs (“Just in Time Teaching”)
- 3-4 essay questions on readings before
class (~every 2 weeks)
Clicker questions in class
- 4-8 per meeting
- why?
• anonymous
• you commit
• immediate feedback for you and me
Graded homeworks
Quizzes: every 2 weeks (no midterms)
Comprehensive final
44. Why This Way
You come to class prepared & I know what
you are unclear on
Immediate feedback – great way to learn
• clickers and quizzes
• drawback to quizzes
45. Why This Way
Key role of Learning Assistants
Help you when we discuss clicker
questions.
They and I wander around & discuss.
Helps shape our feedback to you.
46. Student Comments (Spring 2017 SRTEs):
“I like being able to vote on clicker questions
then take time to discuss the answer with my
friends, revote, and hear him explain the right
answer.”
“I think that the biggest thing that helped me
learn in this class was having bi-weekly
quizzes instead of having two big exams. It
forced to always be reviewing the material
and really helped my learn what we were
discussing.”
47. Student Comments (Spring 2017 SRTEs):
“I learned by attending lecture, doing the
homework, and the JITT's. The JITT's are a
huge help and they're super simple to do.”
“I loved the technology free classroom. I also
love the multiple quizzes instead of heavy
exams. The multiple clicker questions during
class and discussions with those around us
really helped me to understand the material.”
“The TA's that walk around during clicker
questions…”
48. STEM Standard: Student Buy-In & Questions
“How do I help students engage productively in
active learning classrooms?”
(link in handout)
Clicker question difficulty?
Hard – 50% correct is a reasonable target
Grade them?
Lightly, if at all
Where to get questions?
Recall best types
If on own, old exams and maybe “Bloomify.”
49. JiTT Example: GDP
1. As you read, GDP includes some items and it
excludes others. Do you agree or disagree with
the choices that were made? Why or why not?
2. How are real and nominal GDP different? How
are they similar?
3. What did you find confusing, interesting, or
surprising in this reading?
Lightly graded and reasonable responses:
50. JiTT responses
“I was surprised by how many terms were
introduced to the reader in just this first
section.”
“I found the circular flow diagram confusing. I
also didn't understand why the value of total
production is equal to the value of total
income.”
“I found the topics of real and nominal GDP to
be pretty confusing.”
51. Real GDP
Say just 2 things are produced: doctor
visits & cars
• 2014: 100M visits @ $50 each &
10M cars @ $20,000 each
• 2015: 103M visits @ $53 each &
11M cars @ $20,500 each
• base year: 2014
Question: Real GDP in 2015 would be ___.
A.100M • $50 + 10M • $20,000
B.100M • $53 + 10M • $20,500
C.103M • $50 + 11M • $20,000
D.103M • $53 + 11M • $20,500
62% 85%
52. Question: There was inflation over this period
(that is, the prices of all goods rose). Which is
real GDP?
A. red line B. I’m not sure C. blue line
p. 1
54% 80%
53. Inflation vs. the Price Level
Question: Say that inflation fell. Then the
price level (measured by the CPI or GDP
deflator) would be sure to fall as well.
A. true (I’m sure)
B. true (I think)
C. not sure
D. false (I think)
E. false (I’m sure)
ex: inflation: 4% 2%
CPI: 100 104 106
this is disinflation – less inflation
deflation: CPI declines (100 98)
30% 59%
58. TBL: Positives
Students are in class, prepared for class,
and engaged
More learning
More fun for me (a lot)
Students enjoy
Less grading & more feedback for all
More “Time for Telling” situations
Others developed and refined with a
helpful online community
Would be very leery of changing major
aspects if you adopt
59. TBL: Negatives
Instructors need to add some skills
Possible resistance from colleagues
(likely less resistance from students)
Really good application exercises are challenging
to develop