SoT Directory Page

The Science Of Teaching

1.1 In The Beginning 1.2 Professionalism vs. Amateurism 1.3 Mission Focussed Management 1.4 Cognitive Skills and Expertise 1.5 Bloom's Taxonomy 1.6 Top Ten Best Practices 1.7 Top Ten Mistakes d1@1.0 Introduction and Overview - First Bit To Look At@#ca2c2c@q1,q2,q4	2.1 Memorization 2.2 Assessments - The 'What are you thinking?' - Summative, Final 2.3 Assessments - The 'OK' - Summative, Final 2.4 Inclusivity, Marginalization, Fairness, Equity, Equality of Students 2.5 Edutainment and Popularity 2.6 Academic Freedom 2.7 Academic Decision Making 2.8 Mark Inflation d2@2.0 Op-Eds@#4373C0@q1,q2,q4	3.1 You Are Your Past 3.2 Speech and Elocution 3.3 New Instructor Development 3.4 Being Self-Aware and Mindful 3.5 Teaching Yourself 3.6 Freshly Minted Instructors 3.7 Instructor Motivation d3@3.0 Instructor@#4373C0@q1,q2,q4
4.1 Holistic Perspective 4.2 Teaching Dossier 4.3 Sabbaticals 4.4 Being Mentored 4.5 Non-Teaching Terms 4.6 Supporting Innovators and Innovating 4.7 Outliers d4@4.0 Career Topics@#505522@q1,q2,q4	5.1 Students - A Process View 5.2 Holistic and Student Centric Teaching 5.3 Relationship Management 5.4 Student Engagement 5.5 Listening To Students 5.6 Mentoring 5.7 Student Motivation 5.8 Expectations Of Student Performance 5.9 Graduate Student Supervision 5.10 Graduate Students and Supervisors d5@5.0 Student - Instructor Interactions@#505522@q1,q2,q4	6.1 Understand Your Students 6.2 The Incoming 6.3 Student Accountability 6.4 Student Growth 6.5 Student Support 6.6 Student Expectations 6.7 Poor Student Performance 6.8 Coming To Class 6.9 Growth Mindset 6.10 Uncertainty d6@6.0 Student Learning@#505522@q1,q2,q4
7.1 Learning Outcomes 7.2 Program Design Specifics 7.3 Online vs Face To Face 7.4 Sharing 7.5 Co-Teaching 7.6 Online Best Practice 7.7 Vertical Integration 7.8 Horizontal Integration 7.9 Full Integration 7.10 Course Design Specifics d7@7.0 Course Design - The Big Topics@#112334@q1,q2,q4	8.1 Outcome Based Assessments 8.2 Course Hardness - Effort 8.3 Course Hardness - Marking 8.4 Creating Value 8.5 Course Quality 8.6 Course Elements 8.7 Order Of Material 8.8 Labs And Tutorials 8.9 Class Size 8.10 Classroom Design d8@8.0 Course Design - Key Decisions@#112334@q1,q2,q4	9.1 Teaching First Year Courses 9.2 Transitioning 9.3 Teaching Assistants 9.4 Teaching Assistant Motivation 9.5 Seminal Sources 9.6 Universal Design 9.7 Topic Expertise 9.8 Your Research 9.9 Non Expert Teaching d9@9.0 Course Design - Other Nuances@#112334@q1,q2,q4
10.1 Program Review 10.2 Evaluating Courses 10.3 Course Review 10.4 Changing A Course 10.5 Taking Over A Course 10.6 Classroom Observation 10.7 Using Student Feedback 10.8 Helping Students Evaluate Courses 10.9 Evaluating Your Peers 10.10 Perception Surveys d10@10.0 Course Evolution@#4373C0@q1,q2,q4	11.1 Applying Lean Principles 11.2 Continuous Improvement 11.3 Process Evaluation 11.4 Cause and Effect Analysis 11.5 Class Feedback 11.6 Surveys and Polls 11.7 Change Management d11@11.0 Tools For Evolution@#4373C0@q1,q2,q4	12.1 Knowledge 12.2 Comprehension 12.3 Applying 12.4 Analysing 12.5 Synthesizing 12.6 Evaluating d12@12.0 Bloom's@#4373C0@q1,q2,q4
13.1 Cognitive Skills 13.2 Listening 13.3 Writing 13.4 Reading 13.5 Problem-Solving 13.6 Structured And Ill-Structured Problem Solving 13.7 Design 13.8 Note Taking 13.9 Studying 13.10 Teamwork d13@13.0 Teaching Cognitive Skills@#505522@q1,q2,q4	14.1 No Teach 14.2 Threshold Concepts 14.3 Matching Methods To Outcomes 14.4 Learning Styles 14.5 Role of Dead Air 14.6 Role of Writing and Sketching 14.7 Writing Cases and Design Problems 14.8 Design and Case Days 14.9 Designing Term Projects 14.10 Design Reviews d14@14.0 General Teaching Concepts@#505522@q1,q2,q4	15.1 Think, Pair, Share 15.2 Constructive Failure 15.3 Experiential Learning 15.4 Reflections 15.5 Narrative Method 15.6 Peer Instruction 15.7 Flipping 15.8 Blended 15.9 Flipping, Think-Pair-Share, Constructive Failure, Deliberate Practice d15@15.0 Specific Methods@#505522@q1,q2,q4
16.1 Assessments 16.2 Online Assessments 16.3 Peer Based Comparisons 16.4 Multiple Choice Assessments 16.5 Exam Grading 16.6 What’s on the exam? 16.7 Peer Evaluations 16.8 Redemption and Reformation 16.9 Exam Reviews 16.10 Rubrics d16@16.0 Assessing@#112334@q1,q2,q4	17.1 Students At Risk 17.2 Students At Risk - Grades 17.3 Students At Risk – Mental Health 17.4 Instructors At Risk – Mental Health 17.5 Instructors At Risk – In Over Your Head d17@17.0 Individuals At Risk@#112334@q1,q2,q4	18.1 Onboarding 18.2 The First Lecture 18.3 Crisis Driven Online 18.4 Classroom Attitude and Behavior 18.5 Bias In The Classroom 18.6 Eating Mistakes 18.7 Dealing With Team Conflicts 18.8 Expert Students 18.9 Academic Integrity d18@18.0 Challenges@#112334@q1,q2,q4
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Major Paths, Journeys - Relevant Sections Grouped Together

You should first look at the course design; first stop is Learning Outcomes (7) And remember to review Bloom's (12) Then you are probably ready to think about possible methods (14)	Try to follow the process, and start with what is the problem? (10) Next, check your overall course design, starting with Learning Outcomes (7) And, do not forget your assessments; they have to align! (16) P.S. Along the way, you might need some of the Lean concepts (11)	Big, strategic things to make decisions about (7) Other key decisions for you to make (8) Loose ends to figure out (9) How to evolve your course (10) Tips for how to do the evolution (11) Focus on cognitive complexity, Bloom's Taxonomy (12)
Developing the cognitive skills (13) Philosophical and pedagogical choices (14) Your Swiss Army Knife! (15) How to assess, what to assess (16)

Specific Dives, Focused Reading - Related Notes To The Topic