scholarship of teaching & scl/lce (part iii). teaching the content topik pembicaraan teaching...
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TEACHING FOR UNDERSTANDINGTRANSCRIPT
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Scholarship of Teaching&
SCL/LCE (part III)
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Teaching the Content
TOPIK PEMBICARAAN
Teaching for Understanding
Teaching for Transfer
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TEACHING FOR
UNDERSTANDING
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The Difference Between Experts & Novices
Large Knowledge base that is structured around foundation principles of the discipline
M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004
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How Do You Describe Students Who
UNDERSTAND???
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Students who Understand Can
1. Access information in different ways2. Explain in his/her own words
3. Apply information to new situation4. See relationships between sub-components
of information
5. Reconstruct details given partial description6. Infer effects when given causes
M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, p.43 Jossey Bass, 2004
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UNDERSTAND
Imply a Grasp Of Relationships Among Bits Of Informations &
Ability To Construct New Pieces Of Informations From What Is Known
So Far
M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004
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Helping Students Recognize Structure
1. Concept Map2. Advance Organizer → Outline
3. Verbal clues4. Text Structures
5. Analogical reasoning
M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004
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Chapter Map
Title of Chapter
Primary Headings
SubheadingsSecondary Subheadings
Saundra Y. McGuire, Teach Students HOW to Learn: Metacognition is the Key!
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Helping Students Recognize Structure
1. Concept Map2. Advance Organizer → Outline
3. Verbal clues4. Text Structures
5. Analogical reasoning
M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004
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ISSUES TO ADDRESS...
• How do atoms assemble into solid structures? (for now, focus on metals)
• How does the density of a material depend on its structure?
• When do material properties vary with the sample (i.e., part) orientation?
Chapter 3: The Structures of Metals
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Helping Students Recognize Structure
1. Concept Map2. Advance Organizer Outline
3. Verbal clues4. Text Structures
5. Analogical reasoning
M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004
![Page 13: Scholarship of Teaching & SCL/LCE (part III). Teaching the Content TOPIK PEMBICARAAN Teaching for Understanding Teaching for Transfer](https://reader036.vdocuments.us/reader036/viewer/2022082510/5a4d1b2f7f8b9ab05999a5c9/html5/thumbnails/13.jpg)
The Challange of Structural Thinking
It is hard to deconstruct our own thinking → aware of the components that make up our
decisions & understanding
Bring to a conscious level our own structural understanding
M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, Jossey Bass, 2004
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Students Distracted by Gadget???
Shallow Learning &Dangerous
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Teaching the Content
TOPIK PEMBICARAAN
Teaching for Understanding
Teaching for Transfer
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Near Transfer vs Far Transfer
M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, p.101-106, Jossey Bass, 2004
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Suggestions that Support Transfer
Be sure students learn the content to be transferred
Make the initial learning situation more like the transfer situation
Vary the practice situation
Students know what is being transferred
Teaching students when to transfer a rule
M.D. Svinicki, Learning & Motivation in the Postsecondary Classroom, p.101-106, Jossey Bass, 2004
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About Development as a Professional Educator
• Student feedback can improve teaching & learning
• Improvement is an opportunity not a dirty word• Instructional growth is not always easy• Improvement begins & end with faculty
member• Teaching excellence is a journey not a
destinationM. Weimer, Inspired College Teaching, a Career Long Resource for Professional Growth, p. 2-21, Jossey Bass, 2004