The science of learning and the art of teaching / Jerome Feldman, Doug Mcphee

Includes index.

Table of Contents
Introduction: Changing Notions for Changing Times-The Journey to Becoming a Masterful Educator
The Times They Are A-Changing
Why Is This So?
The Emperor Has No Clothes
So, What's New?
The Purpose and Design of this Book
How to Best Use this Book: Our Recommendations
Who We Are-Experiences That Define Our Philosophy of Teaching and Learning
Unit 1
An Exploration of the Science of Learning-The Philosophical and Conceptual Foundations for Our Teaching Style and Practices
First Things First
Theories of Human Learning: Hard Science or Fascinating Speculations?
"Excuse Me, but Is Your Paradigm Really Shifting?"
So, What's Next?
Chapter 1 Exploring Our Personal Teaching Philosophy: Teacher, Know Thyself
Introduction
Understanding Your Personal Teaching Philosophy
So, What Do We Mean by a "Teaching Philosophy"?
The Origin of Your Personal Teaching Philosophy
Reflecting on Your Personal Teaching Philosophy
Putting Your Perspective into Perspective-Different Orientations to Teaching and Learning
Chapter Wrap-up
Springboards for Further Learning
Chapter 2 An Exploration of the Evolving Science of Learning: Metaphors for the Mind
Behaviorism: The Mind as a Container and "Black Box"
Cognitivism: The Mind as Computer
Constructivism: The Mind as Maker of Meaning
Humanism: The Mind as Being and Becoming
Critical Evaluation of Learning Theories
Chapter Wrap-up
Springboards for Further Learning
Chapter 3 Learning with the Brain and Mind in Mind: A Brief Exploration of Thinking and Research in the Neurosciences, Cognition, and Educational Psychology
Introduction
Brain/Mind Basics
Making Meaning-It's All About Making Connections
Thanks for the Memories-How Memory Works
Your Attention, Please!
Motivation
Learning Styles
Intelligence
Chapter Wrap-up
Brain Basics: An Incomplete Glossary of Brain Terms
Springboards for Further Learning
Unit 2 The Art of Teaching- Translating Theory into Skillful Practice
Teaching-How Much Science and How Much Art?
Becoming a More Artful Educator-The Question of Style
Doing It with "Style"-The Qualities of the Best Teachers
Chapter 4 Planning with the Mind in Mind-Course and Lesson Planning
Planning for Learning-Content Orientation and Process Orientation to Teaching
A Helpful Framework
Course Design and Lesson-Plan Guide
Course Design and the Syllabus
Making Connections-Organization of Content
The First Day of Class-A Pivotal Moment
Chapter Wrap-up
Springboards for Further Learning
Chapter 5 Preparations for Learning and Teaching
Introduction
The Learning Environment
The Physical Environment
The Emotional Environment
Be Aware of Your Presentation Styles
Encouraging Better Participation and Retention: Some Quick Tips
Chapter Wrap-up
Springboards for Further Learning
Chapter 6 The Traditional Lecture: "The Good, the Bad, and the Ugly"
Introduction
The Ugly
The Bad
The Good
A Word on Humor
Chapter Wrap-up
Springboards for Further Learning
Chapter 7 Presentation: The Better and the Best-Enhanced and Interactive Lectures
Introduction
From Good to Better: Enhanced Lectures
From Better to Best: The Interactive Lecture-"When Less Is More"
A Final Word-Alternative Forms of Presentation
Chapter Wrap-up
Springboards for Further Learning
Chapter 8 Personalizing Knowledge: Taking a Deep Approach to Teaching and Learning
Introduction
Deep Learning and Understanding-So, What Does It Really Mean?
Teaching for Deep Understanding-General Considerations
Specific Strategies for Facilitating Deep Learning
Alternative Strategies for Deep Learning
Chapter Wrap-up
Springboards for Further Learning
Chapter 9 Assessments of Learning and Assessments for Learning
Introduction
A Few Initial Considerations
Assessments of Learning-Summative Classroom Assessment
Assessments for Learning-Formative Assessment
Innovative Classroom Assessment: Alternative Strategies for Measuring Student Learning
Chapter Wrap-up
Springboards for Further Learning
Chapter 10 Making the Grade: Determining Your Grading Policies and Gauging Your Teaching Effectiveness
Introduction
Making the Grade-Establishing Your Grading Policies and Procedures
Making the Grade-Assessment for Course and Teacher Evaluation
Chapter Wrap-up
Springboards for Further Learning
Unit 3 Learning Without Limits: Proven and Powerful Strategies for Learning That Lasts
What It Means for You
Chapter 11 Cooperative/Collaborative Learning
Introduction
Two Keys to Making Learning Cooperative
Four Types of Cooperative Learning
Planning for Cooperative Learning
Teaching Students to Work Cooperatively
Chapter Wrap-up
Springboards for Further Learning
Chapter 12 Accelerated Learning
A Little History
Learning Can Be Accelerated
The 10 Elements of Accelerated Learning
Six-Part Cycle
Chapter Wrap-up
Springboards for Further Reading and Research
Chapter 13 Inquiry/Problem-Based Learning
What Is Inquiry?
The Challenge of Using Inquiry
Suchman's Model
Questioning Strategies for Inquiry-Based Learning
Chapter Wrap-up
Springboards for Further Learning
Chapter 14 Situational Learning
Introduction
Cognitive Apprenticeship
Simulations
Internships
Case Studies
On-the-Job Training-Apprenticeships
Scenario Planning
Mental Imagery
Chapter Wrap-up
Springboards for Further Learning
Chapter 5 Critical Thinking and Developing Habits of Mind
Introduction
Three Habits-of-Mind Models
Chapter Wrap-up
Springboards for Further Learning
Chapter 16 Teaching with Technology: A Field of Dreams-If You Build It, Will They Learn?
Introduction
Does IT Really Matter? The Main Issues Today
The Different Faces of E-Learning
Chapter Wrap-up
Springboards for Further Learning
Unit Four Creating Inclusive Classrooms
Chapter 17 Grace under Fire: Dealing with Difficult Students and Difficult Situations
Introduction
Practical Strategies to Reduce or Eliminate Student-Related Problems
Chapter Wrap-up
Springboards for Further Learning
Chapter 18 Diversity: Including All Learners
Introduction
What Do We Mean by Diversity?
Chapter Wrap-up
Springboards for Further Learning
Unit 5 The Pursuit of Teaching Excellence: Personal and Organizational Learning and Development
Matters of Institutional Accountability
Matters of Personal Responsibility
Matters of Professional Standards
Chapter 19 Teachers as Learners: Becoming a Reflective Practitioner
Introduction
Beyond Subject-Matter Expertise-What Makes the Difference?
Becoming A Better Teacher-Changing Your Mind
The Role of Self-Reflection
Chapter Wrap-up
Springboard to Further Learning
Chapter 20 Schools That Learn: Enhancing Teacher Learning
Introduction
The Big Picture Pathways to Successful Teacher Learning
Peer Coaching
A New Vision of Schools: From Teaching Institutions to Learning Communities
Chapter Wrap-up
Springboards to Further Learning
Conclusion-Thinking about the Future of Postsecondary Education: Where Are We Headed?
Where We Are Now
Where We Are Headed
Two Scenarios: Alternative Futures for Postsecondary Education
So, What Does This Mean to and for You?
Appendix: A Selection of Recommended Resources and Readings
The Science of Learning
Index

"The Science and the Art of Teaching and its companion field guide provide important information for both new and experienced instructors. The need for new instructors and professors at post-secondary institutions is increasing with growing enrollment numbers. This text and its field guide with CD-ROM offer insight for the current instructor to make more powerful connections with students and enables the untrained educator to make a successful transition into the classroom. It provides templates for planning a course syllabus, designing lessons, and preparing activities. The user will also find sections on what the best teachers do to make a difference, as well as the characteristics of successful students. The material is designed to be utilized as a guide for professional development, and individual instructors will find it valuable for their instructional practice.