Group items tagged

By Jane Magruder Watkins and Bernard J. Mohr. San Francisco, CA: Jossey-Bass/Pfeiffer, 2001. GSCC utilizes an AI approach to working together. There is a new edition of this book being published next month. This link goes to the title on Worldcat where you can locate a copy in a library.

Screen capture presentation tool that is used by many of our faculty, including for GSCC presentations.

DW mentions in Pedagogy Matters! Campaign: Strategies and Resources for Action.

Direct link to the GSCC group resources.

From TED.com

By Atul Gawande. Published by Metropolitan, 2007. This book, written by a doctor, looks at how doctors try to match their best intentions with best performance.

This book was mentioned as one that a GSCC instructor uses in her class; thread is Instructional Strategies: Peer Engagement.

Trudy Smoke, Published in Journal of Basic Writing, Vol 20, No 2 Fall 2001, pages 88-96. This bookmark is to the citation in ERIC. Article is available through the ProQuest Research Library database.

Eric Berlow on Ted (Talks in Less than 6 Minutes series). Posted November, 2010. Ecologist doesn't feel overwhelmed when faced with complex systems. He knows that more information can lead to a better, simpler solution. Illustrating the tips and tricks for breaking down big issues, he distills an overwhelming infographic on U.S. strategy in Afghanistan to a few elementary points.

By Diana D. Woolis and Gail O. Mellow. This page is the abstract for the book chapter on the Emerald website.

By Gail O. Mellow and Cynthia Heelan (2008) This page is the announcement of the book from LaGuardia Community College and the text/video of Dr. Mellow's lecture for the Robert H. Atwell lecture.

Charles Leadbeater We Think video on YouTube.

By Michael W. Galbraith, and Melanie Jones in Journal of Developmental Education; 30.2 (2006): 20-27. Author's abstract: This article suggests that a balance of the art and science of teaching is essential if the learning and teaching process is to be a meaningful and rewarding educational journey. This notion is explored through a dialogue, held over a 3 year period, with a developmental mathematics instructor at a community college who discovered that technique alone was not sufficient to becoming a good instructor. An unusual situation occurred as a result of the dialogue: Discussion of research-based literature on college teaching and personal experiential reflectivity merged and resulted in an organizing framework for understanding the artistic and mechanic elements of effective instruction. Full text by subscription. Check with your local library. This is a link to the TOC on the National Center for Developmental Education's website.

By Anthony S. Bryk in Phi Delta Kappan April 2009, vol 90 (8), pp. 597-600. Bryk, president of the Carnegie Foundation, argues for a "Design, Educational Engineering, and Development infrastructure...." Abstract available on this page. Full text by subscription. Check with your local library; they might be able to obtain it for you through interlibrary loan.

By Diana Laurillard, London Knowledge Lab, London Institute of Education, Inaugural professorial lecture, February 2008. From the abstract, Laurillard argues for "an education-driven approach to the use of digital technologies to achieve our ambitions for education."

By Andy Lapham, Faculty of the Arts, Thames Valley University, London, UK. This paper from the Proceedings of the 6th European Conference on e-Learning includes literature review and presents a cognitive analysis of tagging.

A project of LaGuardia Community College's Center for Teaching and Learning. Project Quantum Leap (PQL) seeks to develop new lessons and courses that focus on problem-solving and to integrate these into the developmental math curriculum. See lagcc tag for related bookmarks.

Mentioned in the Contextualization thread, as an example of a program that allows students to learn within the context of "real world" projects like the environment and climate change.

From the Academic Support Center of Cuesta College. Strategies for student success. For similar, see tag success.

Liz shared this in Instructional Strategies:Reflection/Meta-cognition

Located at Patrick Henry Community College, the Center emphasizes active learning and cooperative learning.

In Instructional Strategies: Peer Engagement

By Roger T. and David W. Johnson, published in In Context: A Quarterly of Humane Sustainable Culture. Originally published in in Transforming Education (IC#18)\nWinter 1988, Page 34. The article discusses the social and cooperative aspects of learning.

Mentioned in Instructional Strategies: Peer Engagement.

By Gerry Everding, as part of the Washington University in St. Louis Newsroom, March 1 2006. Researchers from Washington University completed this study, saying that frequent quizzes may help students in terms of understanding and retaining information.

GSCC faculty, in the Student Context: Whole Person thread, brought in this article, which as mentioned in either ped circle of Coffee Klatch, as part of a discussion on quizzes.

By Thomas A. Angelo and K. Patricia Cross, San Francisco: Jossey-Bass Publishers, 1993.

This is included in the Pedagogy Matters! Book, category: Assessment. Also mentioned in Introduction to Formative Assessment

Two assessment techniques from this book mentioned in Instructional Strategies:Reflection/Meta-cognition: The Minute Paper" and "Muddiest Point." "They help teachers determine whether students are picking up on important ideas. Teachers get snapshots of where students are struggling so that teachers can adjust instruction--for example, spending more time reviewing a key concept. These strategies also benefit students. Students have to attend to what they have just learned, maybe synthesize concepts from various lectures, and articulate what they know and do not know. Students generally do not take time to think about their thinking, or to try to express their struggles. Therefore, they are unlikely to get to a stage where they can formulate solutions for problems they are having."