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The Scholarship of Teaching and Learning

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The Scholarship of Teaching and Learning

  1. 1. SoTL The Scholarship of Teaching and Learning
  2. 2. What is it?
  3. 3. quot;ongoing learning about teaching and the demonstration of such knowledge.quot; Kreber and Cranton in The Journal of Higher Education 71(4)
  4. 4. quot;The scholarship of teaching is not merely teaching our scholarship. Nor is it simply teaching we# .... The scholarship of teaching means that we invest in our teaching the inte#ectual powers we practice in our research.quot; Bender and Gray in The Scholarship of Teaching
  5. 5. quot;problem posing about an issue of teaching or learning, study of the problem through methods appropriate to the disciplinary epistemologies, applications of results to practice, communication of results, self- reflection, and peer review.quot; Cambridge in To Improve The Academy
  6. 6. quot;engagement with the existing knowledge on teaching and learning, self-reflection on teaching and learning in one’s discipline, and public sharing of ideas about teaching and learning within the discipline.quot; Martin et al in Improving Student Learning
  7. 7. quot;The scholarship part of the process involves composing selected portions of the investigation and findings [or integration or reflection] into a manuscript to be submitted to an appropriate journal or conference venue.quot; Richlin in Scholarship Revisited
  8. 8. quot;systematic reflection on teaching and learning made public.quot; Illinois State University
  9. 9. taking a scholarly approach to teaching
  10. 10. Building On the Past (Pat Hutchings of the Carnegie Foundation) • Classroom and program assessment • K-12 action research • The reflective practice movement • Peer review of teaching • Traditional educational research • Faculty development efforts to enhance teaching and learning http://www.flickr.com/photos/14058855@N00/3052908465
  11. 11. So what counts?
  12. 12. Taxonomy of Student Learning from Opening Lines • quot;What works?quot; These are questions that seek quot;evidence about the relative effectiveness of different [teaching] approaches.quot; • quot;What is?quot; These are questions that seek to describe, but not evaluate the effectiveness of, different teaching approaches. These are also questions that seek to describe how students learn. • quot;Visions of the possiblequot; These are questions related to goals for teaching and learning that have yet to be met or are new to the faculty member asking the questions. • quot;Theory buildingquot; questions These are questions designed to build theoretical frameworks http://www.flickr.com/photos/40021607@N00/185508448 for SoTL similar to frameworks used in other disciplines.
  13. 13. Standards of SoTL (from Scholarship Assessed) • Clear goals • Adequate preparation • Appropriate methods • Significant results • Effective presentation • Reflective critique http://blog.bioethics.net/InvitationChecklist.jpg
  14. 14. From the Journal of the SoTL • Data-driven studies • Reflective essays • Reviews • Case Studies • Comments and Communications
  15. 15. Teaching as Research from the DELTA Program at the University of Wisconsin-Madison • Informed by the work • Analyzing evidence and of others drawing conclusions • Includes an explicit • Reflecting and taking question or hypothesis action about teaching-learning • Cyclical and ongoing relationships • Results are documented • Shaped by an explicit and disseminated design or plan for addressing the question • The practitioner is at hand principally responsible for the inquiry plan and • Collecting credible data process as evidence
  16. 16. What do I do with it?
  17. 17. http://www.flickr.com/photos/63969483@N00/844363451 Journals
  18. 18. Conferences
  19. 19. Have you read or used the SoTL in your own instructional design?
  20. 20. Have you published or presented in the SoTL?
  21. 21. What could you do?

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