Designed for graduate students interested in an academic career, and anyone else interested in teaching. Readings and discussions include: teaching equations for understanding, designing exam and homework questions, incorporating histories of science, creating absorbing lectures, teaching for transfer, the evils of PowerPoint (but how to use slides well), and planning a course.
Newest items are in yellow.
Please fill out the online (HKN) course evaluation. Thank you!
|Time/place||Tuesdays 9-11, Room 32-141|
|Homework||HW 1 | HW 2 | HW 3 | HW 4 | HW 5 | HW 6 | HW 7 | HW 8|
For L02: Chunking | Benezet experiment | |
For L03: Rote learning/misconceptions in mathematics | Prob/statistics | Physics |
After L04: Mazur, "The problem with problems" |
For L05: They're not dumb they're different | Design-oriented analysis | Backward design (Wiggins and McTighe (2005), Understanding by Design) |
For L06: Benjamin Bloom, `The 2-sigma problem: The search for methods of group instruction as effective as one-to-one tutoring' | Edwin Taylor on reading memos | Morrison, `Lecture system in teaching science' |
For L07: Walter Lewin's 8.01 lectures |
For L08: Edward Tufte's analysis of PowerPoint-based communication | Jean-Luc Doumont's paper on slides |
For L09: Tactics for change | selection from Education and the Rise of the Corporate State | selection from Schooled to Order | Only for my kid | Case against competition
|Handouts||Blank feedback sheet | Reading-memo assignment | Lesson-planning sheet|
|Grading||P/D/F. Grading philosophy|
Books: Voyages in Conceptual Chemistry | Thinking Physics | Teaching Introductory Physics | Carol Dweck (2006), Mindset: The New Psychology of Success (New York: Random House)|
Links: Middlebrook's notes on low-entropy expressions and more