Understanding by Design. Cite this guide: Bowen, Ryan S., (2017). Understanding by Design. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/understanding-by-design/. Print Version Overview The Benefits of Using Backward Design The Three Stages of Backward Desgin The Backward Design Template Overview Understanding by Design is a book written by Grant Wiggins and Jay McTighe that offers a...
Threshold concepts have been the subject of a burgeoning area of educational research over the last ten years, but what exactly are they and how can they be
One of the most obvious ways to increase your classroom charisma is to increase the amount of active learning in your class. Not only will you find it easier to keep students engaged during one of the most difficult times of the year (the warm weather days of spring), but you will find that your students will retain information with greater ease and with more success. 1. Have students lead conferences with each other and with you. When students take the lead, their interest and confidence soars. Prepare a set of guidelines that encourage them to take the lead in designing ...
In this section you will learn about 20 active learning activities. Explore the Venn diagram below to find out which activities may work in small or large classes, and which ones may be appropriate for individual work.
Think of active learning as an approach to instruction in which students engage the material they study through reading, writing, talking, listening, and reflecting. Active learning stands in contrast to "standard" modes of instruction in which teachers do most of the talking and students are passive.
Certain concepts were held by economists to be central to the mastery of their subject. These concepts, Meyer and Land argued, could be described as ‘threshold’ ones because they have certain features in common.
The threshold concept has been seen as a valuable tool, not only in facilitating students’ understanding of their subject, but in aiding the rational development of curricula in rapidly expanding arenas where there is a strong tendency to overload the curriculum