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A freshly updated edition featuring research-based teaching techniques that faculty in any discipline can easily implement
Research into how we learn can help facilitate better student learning―if we know how to apply it. Small Teaching fills the gap in higher education literature between the primary research in cognitive theory and the classroom environment. In this book, James Lang presents a strategy for improving student learning with a series of small but powerful changes that make a big difference―many of which can be put into practice in a single class period. These are simple interventions that can be integrated into pre-existing techniques, along with clear descriptions of how to do so. Inside, you’ll find brief classroom or online learning activities, one-time interventions, and small modifications in course design or student communication. These small tweaks will bring your classroom into alignment with the latest evidence in cognitive research.
Each chapter introduces a basic concept in cognitive research that has implications for classroom teaching, explains the rationale for offering it within a specific time period in a typical class, and then provides concrete examples of how this intervention has been used or could be used by faculty in a variety of disciplines. The second edition features revised and updated content including a newly authored preface, new examples and techniques, updated research, and updated resources.
How can you make small tweaks to your teaching to bring the latest cognitive science into the classroom? How can you help students become good at retrieving knowledge from memory? How does making predictions now help us learn in the future? How can you build community in the classroom?
Higher education faculty and administrators, as well as K-12 teachers and teacher trainers, will love the easy-to-implement, evidence-based techniques in Small Teaching.
From the Publisher
SMALL TEACHING PRINCIPLES MUST HAVE:
FOUNDATION IN THE LEARNING SCIENCES
Fortunately, over the past decade or two a cohort of learning scientists has begun to present findings from disciplines in forms that are accessible to non-specialists. Recent books describe the results of research in neuroscience and cognitive theory in ways that spell out their implications clearly for teachers and learners.
RESEARCH DEMONSTRATING POSITIVE IMPACT OUTSIDE OF THE LABORATORY
The principles selected for this book almost all have solid support from experimental research of one kind or another; they emerge from the labs of neuroscientists, biologists, and psychologists. But, they also needed published accounts of experiments or qualitative research that demonstrated that the principles could make a demonstrable positive difference to student learning, performance, retention, or well-being.
DIRECT OBSERVATION IN TEACHING OR LEARNING ENVIRONMENTS
Most of the chapters in the book begin with an example of how each principle worked in real-world learning scenarios. Some of these observations were made by the author during learning experiences from his own life or from the lives of his students and children. These personal examples provide insight on how small teaching can be applied in classrooms of all types and sizes.
Publisher : Jossey-Bass; 2nd edition (August 24, 2021)
Language : English
Hardcover : 288 pages
ISBN-10 : 1119755549
ISBN-13 : 978-1119755548
Item Weight : 2.31 pounds
Dimensions : 6.3 x 1.2 x 9.1 inches
