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Bibliografická citace

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1st ed.
Bloomfield : Stylus Publishing, LLC, 2021.
1 online resource (338 pages)
Externí odkaz    https://ebookcentral.proquest.com/lib/ostrava-ebooks/detail.action?docID=6732763 (Click to View) 

ISBN 9781642671629 (electronic bk.)
ISBN !9781642671605 (chyb.)
Print version: Armstrong, Kacie L. Teaching Gradually Bloomfield : Stylus Publishing, LLC,c2021 ISBN 9781642671605
Intro -- Teaching Gradually: Practical Pedagogy and Classroom Strategies forGraduate Students by Graduate Students -- Table of Contents -- Foreword -- Introduction -- PART ONE: The Science Behind Learning -- Chapter 1: Opportunities and Precarities of Active Learning Approaches for Graduate Student Instructors -- Chapter 2: Introducing Metacognition (or Thinking About Your Thinking) in the Classroom -- Chapter 3: Teaching Students How to Effectively Take Notes -- Chapter 4: What Do They Already Know? Tackling Differences in Students’ Prior Knowledge -- PART TWO: The Varied Roles of Graduate Student Instructors -- DEVELOPING A TEACHING IDENTITY -- Chapter 5: The Not-So-Smooth Transition from Teaching Assistant to Instructor of Record -- Chapter 6: Teaching Practices Advocating Against Gender Bias and Combating Imposter Syndrome -- LEADING DISCUSSIONS AND HOLDING OFFICE HOURS -- Chapter 7: Using Deliberate Practice to Help Students Learn from Discussion -- Chapter 8: Standing Room Only Office Hour Strategies -- CONDUCTING LAB SESSIONS -- Chapter 9: Supporting Inquiry and Inclusion in Science Labs -- Chapter 10: An Innovative, Interactive Class Design for an Engineering Laboratory -- NAVIGATING STUDIO-BASED PEDAGOGY -- Chapter 11: Teaching History with Studio-Based Students -- Chapter 12: Teaching Interdisciplinary Travel Studio Courses -- SERVING AS AN INSTRUCTOR OF RECORD -- Chapter 13: Creating New Course Using Backward Design -- Chapter 14: Teaching in the Moment -- Chapter 15: The Power of Productive Struggle -- Chapter 16: Using Mastery Objectives to Foster Inclusive Teaching -- Chapter 17: Making Group Work Work -- Chapter 18: Is This Above My Pay Grade? -- Chapter 19: Difficult Coversations in Class -- INCORPORATING TECHNOLOGY IN THE CLASSROOM -- Chapter 20: Tackling the Challenges of the Online Classroom.
Chapter 21: Facilitaing Meaningful Interactions in Synchronous Online Courses -- Chapter 22: Setting Digital Projects in Undergraduate Courses -- Appendix 22A: Digital Project Design Guide -- PART THREE: The Inclusive Classroom -- EMPOWERING ALL LEARNERS -- Chapter 23: Building Rapport -- Chapter 24: Transparent and Flexible Teaching for the Inclusive Classroom -- Chapter 25: Universal Design for Learning Practices -- Chapter 26: Beyond Group Discussions -- UTILIZING THE STRENGTH OF A DIVERSE CLASSROOM -- Chapter 27: Increasing Diversity, Decreasing Alienation -- Chapter 28: Embracing the Value of Cultural Wealth from Underrepresented Groups -- NEGOTIATING INSTRUCTOR IDENTITY -- Chapter 29: Positions in Communication -- Chapter 30: Making My Classroom Accessible for Me -- Chapter 31: Renegotiating Power in Teaching and Learning -- PART FOUR: Assessment of Teaching and Learning -- Chapter 32: Engaging and Assessing Gen Z -- Chapter 33: Reframing Learning Goals Through Assessment -- Chapter 34: Accretive Method: Feedback for Student Writing Growth -- Chapter 35: What is a Participation Grade? -- PART FIVE: Research Skills for Students -- Chapter 36: Teaching Your Students How to Critically Read the Primary Literature -- Chapter 37: Multiple Modes of Learning, Multiple Means of Belonging -- Chapter 38: Course-Based Undergraduate Research Experiences (CURES) -- PART SIX: Professional Development and Reflection -- Chapter 39: Learning by Observing -- Chapter 40: Mentoring Undergraduate Students -- Chapter 41: Queer Graduate Pedagogies -- Chapter 42: Feedback -- About the Editors and Contributors -- Index.
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