Skip to main content

Currently Skimming:

6 Epilogue
Pages 78-81

The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.


From page 78...
... Participants covered a diverse set of topics and questions in addressing these issues. This document is not intended as a consensus report of the participants, 78 and the steering committee provides no specific recommendations.
From page 79...
... Participants repeate(lly acknowle(lge(1 that judging an instructor's knowledge and skill in applying such measures shoul(1 be among the criteria for assessing instruction and for evaluating the extent to which instructors have at their command a variety of teaching strategies, in addition to lecturing, that are able to elicit a correct and deeper understanding of the subject on the part of students. According to the evidence reviewed, lecturing promotes memorization of factual information while more effective instruction that helps students gain functional knowIedge requires teaching methods that assist them in explicitly reconciling their preconceptions with new information.
From page 80...
... THE EXISTENCE OF MODEL PROGRAMS Seeking models from which to extract traits to inclu(le in a set of criteria anti 80 benchmarks for evaluating instructional programs, workshop participants drew upon their own knowledge and experience to identify programs anti curricula that are reputed to represent models of various forms of effective instruction. In the absence of a systematic national survey, those cited repeatedly were Biology Gui(le(1 Inquiry Learning Environments (BGulLE)
From page 81...
... In the present structure of most institutions of higher learning, especially in research-intensive universities, incentives for faculty to learn new teaching methods are few. Some of the strategies by which presidents, deans, and department chairs might encourage such cultural change inclu(le(1 publicly announcing a fund earmarked for the support of faculty efforts to develop new courses; rewarding faculty efforts to improve instruction by allotting release time, summer stipends, or sabbatical leave; mollifying promotion anti tenure policies in ways that motivate faculty to spen(1 time anti effort on (1eveloping new teaching methods or redesigning courses to be more learner centered; providing instruction and mentoring for graduate students, post(loctoral fellows, anti faculty in effective teaching practices; anti recognizing time spent in the redesign of introductory courses or in research on teaching and learning the discipline as evidence of a faculty member's productivity as a teacherscholar.


This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More information on Chapter Skim is available.