Group items tagged

More food for thought on discussion and community.

Check out the Tutorial page on teach.wsu.edu -- and please direct instructors to explore. Many videos have been added, covering a wide range of topics

"To a limited extent, research directly influences classroom practce when teachers and researchers collaborate in design experiments, or when interested teachers incorporate ideas from research into their classroom practice. This appears as the only line directly linking research and practice in Figure 11.1. More typically, ideas from research are filtered through the development of education materials; through pre-service and in-service teacher and administrator education programs; through public policies at the national, state, and school district levels; and through the public's beliefs about learning and teaching, often gleaned from the popular media and from their own experiences in school. These are the four arenas that mediate the link between research and practice in Figure 11.1 The public includes teachers, whose beliefs may be influenced by popular presentations of research, and parents, whose beliefs about learning and teaching affect classroom practice as well. Several aspects of Figure 11.1 are worth noting. First, the influence of research on the four mediating arenas-education materials, pre-service and in-service teacher and administrator education programs, public policy, and public opinion and the media-has typically been weak for a variety of reasons. Educators generally do not look to research for guidance. The concern of researchers for the validity and robustness of their work, as well as their focus on underlying constructs that explain learning, often differ from the focus of educators on the applicability of htose constructs in real classroom settings with many students, restricted time, and a variety of demands. Even the language used by researchers is very different from that familiar to teachers. And the full schedules of many teachers leaves them with little time to identify and read relevant research. These factors contribute to the feeling voiced by many teachers that research has largely been irrelevant to their work (Fleming,

"Rethinking the Way College Students Learn College students spend a lot of time listening to lectures. But research shows there are better ways to learn. And experts say students need to learn better because the 21st century economy demands more well-educated workers."

"The lecture is one of the oldest forms of education there is. But lecturing has never been an effective teaching technique and now that information is everywhere, some say it's a waste of time. Indeed, physicists have the data to prove it."

About this site The Eberly Center for Teaching Excellence and the Office of Technology for Education strive to enhance the quality of education at Carnegie Mellon. We collaborate with our colleagues to improve courses and learning environments by broadening their understanding of the science of learning and how new pedagogical approaches and technologies can enhance student performance."

This site provides practical strategies to address teaching problems across the disciplines. These strategies are firmly grounded in educational research and learning principles. How does it work? Begin with Step 1 Step 1: Identify a PROBLEM you encounter in your teaching. Step 2: Identify possible REASONS for the problem Step 3: Explore STRATEGIES to address the problem.