Overcoming Student Learning Bottlenecks - Middendorf, Joan

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Résumé :
Decoding the Disciplines is a widely-used and proven methodology that prompts teachers to identify the bottlenecks - the places where students get stuck - that impede learners' paths to expert thinking in a discipline. This book presents a seven-step process for uncovering bottlenecks and determining the most effective way to enable students to surmount them.

Biographie:
Joan Middendorf is Lead Instructional Consultant in the Center for Innovative Teaching and Learning and Adjunct Professor in Educational Leadership at Indiana University. Joan Middendorf?s specialty lies in leading faculty to help make disciplinary ways of thinking available to students in such groups as a Media School, Latino Studies Program and NSF-funded STEM groups at universities around the world. With David Pace she developed and published the ?Decoding the Disciplines? model. As co-director of the History Learning Project (HLP), she has focused on emotional bottlenecks to learning. Along with Professors Diaz, Pace, and Shopkow the HLP won the 2008 Menges Research Award from the Professional and Organizational Development Network in Higher Education and the 2009 McGraw-Hill ? Magna Publications (Weimer) Scholarly Work on Teaching and Learning Award. Among her many publications, she was first author on the 2015 ?What?s feeling got to do with it? Decoding emotional bottlenecks in the history classroom,? which appeared in Arts and Humanities in Higher Education, 14. Leah Shopkow is Associate Professor in the Department of History at Indiana University. Leah Shopkow examines medieval historiography in her disciplinary work, which provided a natural segue into history pedagogy. A founding co-director and the PI of the History Learning Project (HLP), her recent publications include ?The History Learning Project `Decodes? a Discipline: The Union of Epistemology and Teaching? in The Scholarship of Teaching and Learning In and Across the Disciplines (2013) as and ?From Bottlenecks to Epistemology in History: Changing the Conversation about the Teaching of History in Colleges and Universities? in Changing the Conversation about Higher Education (2103) as first author. With Arlene D?az she has written ?A Tale of Two Thresholds,? in Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education (2017) and has had an article entitled ?How Ma

Sommaire:

Acknowledgments 1. Step 1?Identifying Bottlenecks to Learning 2. Step 2?Decoding Mental Actions 3. Step 3?Modeling 4. Step 4?Practicing Critical Thinking in a Discipline 5. Step 5?Motivation and Accountability 6. Step 6?Decoding Assessment 7. Step 7?Sharing 8. Decoding at the Intersection of Other Theories Appendices Additional Resources References Index of Disciplinary Examples Index