000			01799nam a2200253Ia 4500
001			36606
003			IN-BdCUP
005			20230421154901.0
008			230413s2023 000 0 eng
020			_a9781118944493
040			_beng _cIN-BdCUP
041			_aeng
082			_a370.1523 _bLAN
100			_aLang, James M.
245		0	_aSmall teaching : _bEveryday lessons from the science of learning / _cLang, James M.
260			_aHoboken : _bJohn Wiley & Sons, _c2016.
300			_a259 p. ; _c20 cm.
520			_aResearch into how we learn has opened the door for utilizing cognitive theory to facilitate better student learning. But that's easier said than done. Many books about cognitive theory introduce radical but impractical theories, failing to make the connection to the classroom. In Small Teaching, James Lang presents a strategy for improving student learning with a series of modest but powerful changes that make a big difference many of which can be put into practice in a single class period. These strategies are designed to bridge the chasm between primary research and the classroom environment in a way that can be implemented by any faculty in any discipline, and even integrated into pre-existing teaching techniques & . Each chapter introduces a basic concept in cognitive theory, explains when and how it should be employed, and provides firm examples of how the intervention has been or could be used in a variety of disciplines. Small teaching techniques include brief classroom or online learning activities, one-time interventions, and small modifications in coursedesign or communication with students.--Publisher's website.
650			_aEducation
650			_aKnowledge
650			_aSmall teaching
650			_aSelf explaining
942			_2ddc _cBK
999			_c28305 _d28305