A Concise Guide to Teaching With Desirable Difficulties
Nonfiction, Reference & Language, Education & Teaching, Higher Education
| Author: | Diane Cummings Persellin, Mary Blythe Daniels | ISBN: | 9781620365038 |
| Publisher: | Stylus Publishing | Publication: | November 30, 2018 |
| Imprint: | Stylus Publishing | Language: | English |
| Author: | Diane Cummings Persellin, Mary Blythe Daniels |
| ISBN: | 9781620365038 |
| Publisher: | Stylus Publishing |
| Publication: | November 30, 2018 |
| Imprint: | Stylus Publishing |
| Language: | English |
This concise guidebook on desirable difficulties is designed to be a resource for academics who are interested in engaging students according to the findings of peer-reviewed literature and best practices but do not have the time to immerse themselves in the scholarship of teaching and learning.
Intentionally brief, the book is intended to: summarize recent research on five aspects of desirable difficulties; provide applications to the college classroom based on this research; include special sections about teaching strategies that are based on best practices; and offer annotated bibliographies and important citations for faculty who want to pursue additional study. The book will provide a foundation for instructors to teach using evidence-based strategies that will strengthen learning and retention in their classrooms.
In addition to chapters on the desirable difficulties, the book also includes chapters on teaching first-year and at-risk students to embrace this approach, on negotiating student resistance, and on using this approach in teaching online.
This concise guidebook on desirable difficulties is designed to be a resource for academics who are interested in engaging students according to the findings of peer-reviewed literature and best practices but do not have the time to immerse themselves in the scholarship of teaching and learning.
Intentionally brief, the book is intended to: summarize recent research on five aspects of desirable difficulties; provide applications to the college classroom based on this research; include special sections about teaching strategies that are based on best practices; and offer annotated bibliographies and important citations for faculty who want to pursue additional study. The book will provide a foundation for instructors to teach using evidence-based strategies that will strengthen learning and retention in their classrooms.
In addition to chapters on the desirable difficulties, the book also includes chapters on teaching first-year and at-risk students to embrace this approach, on negotiating student resistance, and on using this approach in teaching online.
