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Monthly Archive for November, 2013

The following entry from the 2013-2014 Teaching Issues Writing Consortium: Teaching Tips was contributed by Claudia J. Stanny, Ph.D., Director, Center for University Teaching, Learning, and Assessment, University of West Florida. ————————————————————————————————————– Faculty are experts in their disciplines. The cognitive skills that comprise expertise can also create barriers to instruction. Experts internalize disciplinary cognitive skills and […]

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The Power of Tests to Teach

The following entry from the 2013-2014 Teaching Issues Writing Consortium: Teaching Tips was contributed by Todd Zakrajsek, PhD Executive Director, Academy of Educators, School of Medicine, University of North Carolina at Chapel Hill. ————————————————————————————————————– Conventional wisdom is that new information is acquired while studying and then the extent to which the material has been successfully learned is assessed through […]

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The following entry from the 2013-2014 Teaching Issues Writing Consortium: Teaching Tips was contributed by Belinda Richardson and Debi Griffin, Bellarmine University. ————————————————————————————————————– In order to retain student attention and facilitate learning, consider integrating a variety of activities into a lecture-based course. Start by finding natural breaks in the content material and break up the lecture into […]

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The following entry from the 2013-2014 Teaching Issues Writing Consortium: Teaching Tips was contributed by Claudia J. Stanny, Ph.D., Director, Center for University Teaching, Learning, and Assessment, University of West Florida. ————————————————————————————————————– A “flipped” class requires students to read assigned materials and complete other assigned work that prepares them to apply new learning during in-class activities that promote […]

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