Creating Significant Learning Experiences : An Integrated Approach to Designing College Courses.

Other records:
Fink, L. Dee.
2nd ed.
Somerset : John Wiley & Sons, Incorporated, 2013.
1 online resource (354 pages)
College teaching -- United States.
Education, Higher -- Curricula -- United States.
Electronic books.
In this thoroughly updated edition of L. Dee Fink's bestselling classic, he discusses new research on how people learn, active learning, and the effectiveness of his popular model; adds more examples from online teaching; and further focuses on the impact of student engagement on student learning. The book explores the changes in higher education nationally and internationally since the publication of the previous edition, includes additional procedures for integrating one's course, and adds strategies for dealing with student resistance to innovative teaching. This edition continues to provide conceptual and procedural tools that are invaluable for all teachers when designing instruction. It shows how to use a taxonomy of significant learning and systematically combine the best research-based practices for learning-centered teaching with a teaching strategy in a way that results in powerful learning experiences for students. Acquiring a deeper understanding of the design process will empower teachers to creatively design courses that will result in significant learning for students.
Creating Significant Learning Experiences, Revised and Updated: An Integrated Approach to Designing College Courses
Note to Updated Edition
Central Message
Significant Learning
Integrated Course Design
Better Organizational Support
Plan of the Book
Web Site on Significant Learning
The Author
Chapter 1: Creating Significant Learning Experiences: The Key to Quality in Educational Programs
How Satisfactory Are Current Forms of Instruction?
Cause of These Shortcomings
Are People Concerned About These Problems?
Base Need: Significant Learning Experiences for Students
Significant Learning Experiences
An Analogy
Faculty: Ready for Change?
Institutional Change: Coming, Ready or Not!
The Forces Driving Institutional Change
Leading Toward the Right Kind of Change
Are Significantly Better Kinds of Learning Really Possible?
New Paradigms for Teaching
New Forms of Teaching
The Significance of Learning About Course Design
Potential Impact on Problems Faced by Teachers
Overall Significance of Learning About Course Design
An Invitation to a New Way of Thinking About Teaching
Chapter 2: A Taxonomy of Significant Learning
Beginning the Journey
What Makes Learning Significant?
Major Categories in the Taxonomy of Significant Learning
Interactive Nature of Significant Learning
Formulating Course Goals Around Significant Learning
General Version
Developing Course-Specific Learning Goals
Significant Learning and the Literature on College Teaching
General Curricular Goals
Paradigm Shift
Does the Learning-Centered Paradigm Abandon Content?
How Do We Achieve Significant Learning?
Chapter 3: Designing Significant Learning Experiences I: Getting Started.
Three Basic Ways of Putting a Course Together
Integrated Course Design: A New Model
Backward Design
A Key Feature: Integrated Components
Getting Started with Designing a Course
Initial Phase: Build Strong Primary Components
Step One: Identify Important Situational Factors
Step Two: Identify Important Learning Goals
Step Three: Formulate Appropriate Feedback and Assessment Procedures
The Psychology of Feedback and Assessment
Summary of Suggestions for Feedback and Assessment
Review of the Course Design Process Thus Far
Chapter 4: Designing Significant Learning Experiences ii: Shaping the Learning Experience
Initial Phase, Continued
Step Four: Select Effective Teaching and Learning Activities
Step Five: Make Sure the Primary Components Are Integrated
Assessment of the Initial Phase
Intermediate Phase: Assemble the Primary Components into a Coherent Whole
Step Six: Create a Thematic Structure for the Course
Step Seven: Select or Create a Teaching Strategy
Step Eight: Integrate the Course Structure and the Instructional Strategy to Create an Overall Scheme of Learning Activities
Final Phase: Four Tasks to Finish the Design
Step Nine: Develop the Grading System
Step Ten: Debug the Possible Problems
Step Eleven: Write the Course Syllabus
Step Twelve: Plan an Evaluation of the Course and of Your Teaching
Three General Tips
Anticipate Student Resistance to New Ways of Teaching
Involve Students in Course Design Decisions
Use a Common Theme or Graphic to Clarify the Focus of the Course
Benefits of This Model of Course Design
Impact on Students
Impact on the Teacher
Understanding the Sources of Teaching Problems
Comparative Benefits of This Model
Integrated Course Design: A Summary
The Overall Course Design Process
What Changes Are Being Recommended?.
Good Course Design and Flow Experiences
Chapter 5: Changing the Way We Teach
Is It Really Possible?
Learning How to Learn
Foundational Knowledge
How Can I Overcome the Challenges of Change?
Handling the Risk Factor
Accepting the Need for Continual Change
How Do I Change? A Case Study
Preliminary Discussions
First Semester
Second Semester
Impact of the Changes Made
Lessons Learned on How to Change
Will It Make Any Difference?
A Curriculum for Band and Orchestra Directors
Service Learning in Sociology
Comments on These Two Case Studies
Update on "Changing the Way We Teach"
First Question: Can It Be Done?
Second Question: What Does It Take to Make Substantial Changes Happen?
Third Question: Will It Benefit Us, the Teachers, as Well as Our Students?
Concluding Comments
Chapter 6: Better Organizational Support for Faculty
Problems Faculty Face at the Present Time
What Do Faculty Need?
Support from Colleges and Universities
A Multidimensional Institutional Response
Four Specific Recommendations
Change Procedures Related to Faculty Work and Faculty Evaluation
Improve Procedures for Evaluating Teaching
Establish Teaching and Learning Centers
Coordinate Student Development with Instructional Development
Are These Actions Likely to Happen?
Helping Colleges and Universities Define Good Teaching
National Prestige Based on Excellent Teaching
Support from Other National Organizations
Accrediting Agencies
Funding Agencies
Disciplinary Associations
Journals on College Teaching
Bringing It All Together for Better Faculty Support
Cooperative Students
Recognition and Reward
Chapter 7: The Human Significance of Good Teaching and Learning
Teaching, Learning, and the Dance of Life.
The Meaning and Significance of Good Learning
How People Learn
One's Sense of Self as a Learner
The Meaning and Significance of Good Teaching
A New Metaphor for Teaching: Helmsman
The Role of the Ideas in This Book
Significant Learning
Integrated Course Desig
Better Organizational Support
Making the Most of Teacher-Student Interactions
Teacher Credibility
The Spiritual Dimension of Teaching
Should We Abandon Traditional Ways of Teaching?
The Principles and Spirit of Good Teaching
A Dream of What Might Be, If . . .
Appendix A: Planning Your Course: A Decision Guide
Initial Phase: Building Strong Primary Components of the Course
Intermediate Phase: Assembling the Components into a Dynamic, Coherent Whole
Final Phase: Taking Care of Important Details
Appendix B: Suggested Readings
Course Design in General
Frameworks for Formulating Learning Goals
Assessing Student Learning
Creating Learning Activities
Teaching with Technology
Using Small Groups
Compendia of Good Ideas on College Teaching
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Local notes:
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2021. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Fink, L. Dee.
Other format:
Print version: Fink, L. Dee Creating Significant Learning Experiences
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