![\"students](\"http:\/\/blog.uvm.edu\/ctl\/files\/2014\/08\/students-mountain.jpg\")
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I wrote this post a couple of years ago and I want to share it again because the resources are so valuable.<\/p>\n
Getting students in gear for learning is really about preparing students to become active agents in their own learning—both engaged in and accountable for the process.<\/p>\n
As with creating courses, the course objectives<\/strong> are the first step. Before we go there, here are some guiding questions:<\/p>\n So how do we do this?<\/strong> Remember, as mentioned above: <\/p>\n Evaluation needs to connect to learning objectives.<\/p>\n As you start this process, ask yourself, why are you evaluating? <\/strong><\/p>\n Here are a few tools for evaluating student learning: <\/strong><\/p>\n Examples and resources<\/strong> for preparing students to succeed and help them get to know their learning process:<\/p>\n Reader's Guide<\/strong> Reading Strategies<\/strong> Using Reading Prompts to Encourage Critical Thinking <\/strong> Making the Review of Assigned Reading Meaningful <\/strong> Key Terms: Assessment <\/strong> Authentic Learning<\/strong> On-campus Help<\/strong> Next Steps:<\/strong><\/p>\n If you would like to sit with a member of the CTL to talk about ways to use these tools to assess your students, request an appointment by emailing ctldoc@uvm.edu<\/a>. If you would like to contact me (Henrie Pazamor) directly, send me a note at hpazamor@uvm.edu<\/a>. <\/p>\n","protected":false},"excerpt":{"rendered":" I wrote this post a couple of years ago and I want to share it again because the resources are so valuable. Getting students in gear for learning is really about preparing students to become active agents in their own … Continue reading \n
Guess what? They may not know either!<\/em><\/li>\n\n
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http:\/\/www.facultyfocus.com\/wp-content\/uploads\/images\/readers-guide.pdf<\/a>
Developed by Tiffany F. Culver, PhD, this reading guide is a great tool that you can adapt and give to students as a road map to help them understand what they’re reading. It’s broken down into three parts: Planning<\/strong> (preparing students to focus), reading<\/strong> (how to read – techniques to help with retention), and evaluating<\/strong> (promoting critical thinking). This 1-page guide (2-sided) is helpful to all students and makes reading accessible and efficient. It also makes me wish I had something like this when I was in college! <\/p>\n
http:\/\/www.mindtools.com\/rdstratg.html<\/a>
In this blog post, MindTools authors provide helpful tips and resources for pulling out the important information when reading (including info on mind-mapping for active reading). What I like about this post is that it breaks down the process of "reading efficiently by reading intelligently" and looks at how reading techniques change based on the type of material that is being studied.<\/p>\n
http:\/\/www.facultyfocus.com\/articles\/effective-teaching-strategies\/using-reading-prompts-to-encourage-critical-thinking\/<\/a>
In this article on Faculty Focus, Maryellen Weimer, PhD reviews highlights from Terry Tomasek's book, The Teaching Professor <\/em>and takes a look at using reading prompts to help students read and write more critically. The prompts in the book are organized into six categories: making connections, interpretation of evidence, challenging assumptions, making application,<\/em> and mechanics<\/em>. <\/p>\n
http:\/\/www.facultyfocus.com\/articles\/effective-teaching-strategies\/making-the-review-of-assigned-reading-meaningful\/<\/a>
In this article, Sarah K Clark, PHD gives us four strategies to promote meaning-making when reviewing assigned readings. I really appreciate her candid writing about the importance of engaging students. Sarah shares techniques and ideas that have been helpful to her in her class: “the top ten,” secondary sources, journaling<\/em>, and divide and conquer<\/em> (for larger size classes)<\/p>\n
http:\/\/blog.bokcenter.harvard.edu\/2012\/02\/08\/key-terms-assessment\/<\/a>
In this blog post from the Bok Center at Harvard University, assessment is highlighted and examined. This post offers some assessment-related tips. Here is another from the Bok blog that speaks directly to the question "How Do We Measure Learning?<\/strong>" http:\/\/blog.bokcenter.harvard.edu\/2012\/03\/05\/how-do-we-measure-learning\/<\/a><\/p>\n
A Primer_ Diagnostic, Formative, & Summative Assessment.pdf<\/a>
Marilyn M. Lombardi talks about the important role of assessment in relation to successful teaching and learning in this Educause Learning Initiative paper – Making the Grade: The Role of Assessment in Authentic Learning.<\/p>\n
\nAnd remember the Writing Center at UVM<\/em> (http:\/\/www.uvm.edu\/wid\/writingcenter\/<\/a>), and the UVM Learning Co-op<\/em> in Living\/Learning (http:\/\/www.uvm.edu\/learnco\/<\/a>). These are helpful resources on campus to share with your students to help enhance their writing skills and to get assistance with studying. <\/p>\n