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Idea-Based Learning: A Course Design Process to Promote Conceptual Understanding (Hardback)
  • Idea-Based Learning: A Course Design Process to Promote Conceptual Understanding (Hardback)

Idea-Based Learning: A Course Design Process to Promote Conceptual Understanding (Hardback)

Hardback 208 Pages / Published: 30/10/2011
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Synthesizing the best current thinking about learning, course design, and promoting student achievement, this is a guide to developing college instruction that has clear purpose, is well integrated into the curriculum, and improves student learning in predictable and measurable ways.

The process involves developing a transparent course blueprint, focused on a limited number of key concepts and ideas, related tasks, and corresponding performance criteria; as well as on frequent practice opportunities, and early identification of potential learning barriers.

Idea-based Learning takes as its point of departure the big conceptual ideas of a discipline that give structure and unity to a course and even to the curriculum, as opposed to a focus on content that can lead to teaching sequences of loosely-related topics; and aligns with notions of student-centered and outcomes-based learning environments.

Adopting a backwards design model, it begins with three parallel processes: first, identifying the material that is crucial for conceptual understanding; second, articulating a clear rationale for how to choose learning outcomes based on student needs and intellectual readiness; and finally, aligning the learning outcomes with the instructional requirements of the authentic performance tasks.

The resulting syllabi ensure cohesion between sections of the same course as well as between courses within a whole curriculum, assuring the progressive development of students' skills and knowledge.

Key elements of IBL include:
* Helping students see the big picture
* Building courses around one or more authentic performance tasks that illuminate the core concepts of the discipline
* Clearly identifying performance criteria for all tasks
* Incorporating practice in the competencies that are deemed important for students' success
* By placing the onus of learning on the student, liberating faculty to take on the role of learning coaches
* Designing tasks that help students unlearn simplistic ideas and replace them with improved understandings

Edmund Hansen expertly guides the reader through the steps of the process, providing examples along the way, and concluding with a sample course design document and syllabus that illustrate the principles he propounds.

Publisher: Stylus Publishing
ISBN: 9781579226138
Number of pages: 208
Weight: 433 g
Dimensions: 229 x 152 x 23 mm

"In Idea-Based Learning Edmund Hansen shows faculty how college courses need to be designed! Hansen has the blueprint we all need to follow if we are to put together courses that will produce meaningful and long-lasting learning for our students."--Terry Doyle is the Chief Instructor for Faculty Development and Coordinator of the New Faculty Transition Program, Faculty Center for Teaching & Learning (06/01/2011)
"Much of course design consists of stringing together related topics in a linear fashion. This excellent book shows how to identify one or two central ideas and organize the course around them, so that topic selection, teaching practices, and assessments all converge to advance attainment of those ideas, and deep learning, improved critical thinking, and other valued skills emerge naturally as outcomes. Full of examples and practical suggestions, it provides invaluable step-by-step guidance that will benefit both novice and veteran teachers."--Mano Singham, author of God vs. Darwin: The War Between Evolution and Creationism in the Classroom and Director, University Center for Innovation in Teaching and Education (07/01/2011)
"For Scholars of religious studies and philosophy, Idea-Based Learning has much to commend it. It is not directed towards any specific discipline; instead, Hansen has included examples from across the curriculum. Hansen's book is readable and thought-provoking. It does not bog down the reader with excessive theory or debate, but rather seeks to be a concise guidebook for course design. It is an excellent starting point for new teachers, while also offering something to those more seasoned in the classroom. Finally, his work provides enough context that the reader is encouraged to move beyond this particular work in order to gain further depth into one's own reflection on teaching."--Forrest Clingerman, Ohio Northern University"Teaching Theology & Religion" (07/17/2013)

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