The widely used STEM education book, updated Teaching and Learning STEM: A Practical Guide covers teaching and learning issues unique to teaching in the science, technology, engineering, and math (STEM) disciplines. Secondary and postsecondary instructors in STEM areas need to master specific skills, such as teaching problem-solving, which are not regularly addressed in other teaching and learning books. This book fills the gap, addressing, topics like learning objectives, course design, choosing a text, effective instruction, active learning, teaching with technology, and assessment—all from a STEM perspective. You’ll also gain the knowledge to implement learner-centered instruction, which has been shown to improve learning outcomes across disciplines. For this edition, chapters have been updated to reflect recent cognitive science and empirical educational research findings that inform STEM pedagogy. You’ll also find a new section on actively engaging students in synchronous and asynchronous online courses, and content has been substantially revised to reflect recent developments in instructional technology and online course development and delivery. Plan and deliver lessons that actively engage students—in person or online Assess students’ progress and help ensure retention of all concepts learned Help students develop skills in problem-solving, self-directed learning, critical thinking, teamwork, and communication Meet the learning needs of STEM students with diverse backgrounds and identities The strategies presented in Teaching and Learning STEM don’t require revolutionary time-intensive changes in your teaching, but rather a gradual integration of traditional and new methods. The result will be a marked improvement in your teaching and your students’ learning. Visit Author's site at https://educationdesignsinc.com/book/

Table of Contents:
The Authors xi Tables, Figures, And Exhibits xiii Foreword xvii Preface To The First Edition xix Preface To The Second Edition xxiii 1 Introduction To Teaching 1 1.0 Welcome, There’s Your Desk, Good Luck 1 1.1 Learner-Centered Teaching: Definition, Warning, And Reassurance 3 1.2 What’s In This Book? 5 1.3 How To Use The Book 6 1.4 Good News 7 Part One Planning Courses Interlude. What Do Stem Graduates Need To Know? 11 2 Learning Objectives: A Foundation Of Effective Teaching 15 2.0 Introduction 15 2.1 Writing And Using Learning Objectives 17 2.2 Bloom’s Taxonomy Of Educational Objectives 27 2.3 Ideas To Take Away 32 2.4 Try This In Your Course 32 Interlude. Good Cop/Bad Cop: Embracing Contraries In Teaching 33 3 Planning Courses 35 3.0 Introduction 35 3.1 Three Steps To Disaster, Or, How Not To Approach Course Preparation 36 3.2 A Rational Approach To Course Preparation And Redesign 37 3.3 Intelligent Use Of Artificial Intelligence 42 3.4 Course Policies And Procedures 44 3.5 Writing A Course Syllabus 51 3.6 The Critical First Week 53 3.7 Ideas To Take Away 64 3.8 Try This In Your Course 65 Interlude. Meet Your Brain 67 4 Planning Instruction 73 4.0 Introduction 73 4.1 Avoid Common Planning Errors 73 4.2 What’s In A Class Session Plan? 75 4.3 Promoting Learning 75 4.4 Two Cornerstones Of Effective Class Sessions: Activity And Variety 78 4.5 Plan Good Questions And Activities 79 4.6 Don’t Turn Classes Into Slide Shows And Verbal Avalanches 82 4.7 Use Handouts With Gaps 84 4.8 Planning Laboratory Courses 89 4.9 Ideas To Take Away 92 4.10 Try This In Your Course 93 Interlude. How To Write Class Session Plans (Or Anything Else) 95 Part Two Teaching Courses 5 Elements Of Effective Instruction 101 5.0 Introduction 101 5.1 Making Class Sessions Effective 102 5.2 Make Pre-Class Assignments Effective 105 5.3 Don’t Be A Slave To Your Session Plans 108 5.4 Keep Improving Your Teaching 109 5.5 Ideas To Take Away 113 5.6 Try This In Your Course 114 Interlude. Meet Your Students: Aisha And Rachel 115 6 Active Learning 119 6.0 Introduction 119 6.1 What Is Active Learning And What Happens When You Do It? 120 6.2 Content And Formats Of Activities 122 6.3 How Well Does Active Learning Work? Why Does It Work? 125 6.4 Active Learning For Problem Solving 128 6.5 Avoiding Common Active Learning Mistakes 131 6.6 Common Active Learning Concerns 134 6.7 Ideas To Take Away 138 6.8 Try This In Your Course 139 7 Teaching Online 141 7.0 Introduction 141 7.1 Modes Of Instruction 142 7.2 Necessary Conditions For Successful Online Instruction: Three Interactions, Two Presences, And A Taxonomy 143 7.3 Planning And Delivering An Effective Online Or Hybrid Course 146 7.4 Features And Comparisons Of The Instructional Modes 156 7.5 Flipped Classrooms 157 7.6 Maximizing Accessibility Of Teaching Materials 159 7.7 A Quick Look Back At The Elephant In The Room (Aka Ai) 161 7.8 Ideas To Take Away 161 7.9 Try This In Your Online Or Hybrid Course 162 Interlude. Meet Your Students: Mingyu, Ryan, And Alex 165 8 Assessing Knowledge, Skills, And Understanding 169 8.0 Introduction 169 8.1 Multiple-Choice And Short-Answer Questions 170 8.2 Assessing And Promoting Conceptual Understanding 174 8.3 Assessing Problem-Solving Skills 178 8.4 Grading Written And Oral Reports 190 8.5 Getting By With A Little Help From Technology 199 8.6 Ideas To Take Away 201 8.7 Try This In Your Course 202 Part Three Facilitating Skill Development Interlude. Meet Your Students: Stan And Nathan 205 9 Developing Problem- Solving Expertise 209 9.0 Introduction 209 9.1 The Long, Steep Path From Novice To Expert 210 9.2 Strategies For Developing Problem-Solving Expertise 213 9.3 Inductive Teaching And Learning 222 9.4 Ideas To Take Away 230 9.5 Try This In Your Course 231 Interlude. Meet Your Students: Dave, Megan, And Roberto 233 10 Professional Skills 237 10.0 Introduction 237 10.1 How Can Professional Skills Be Developed? 238 10.2 Communication Skills 240 10.3 Creative Thinking Skills 242 10.4 Critical Thinking Skills 249 10.5 Self-Directed Learning 253 10.6 Creating A Supportive Environment For Professional Skill Development 256 10.7 Ideas To Take Away 258 10.8 Try This In Your Course 259 Interlude. Sermons For Grumpy Campers 261 11 Teamwork Skills 265 11.0 Introduction 265 11.1 Cooperative Learning 266 11.2 How Should Teams Be Formed? 268 11.3 What Can Teams Be Asked To Do? 272 11.4 Turning Student Groups Into High-Performance Teams 275 11.5 Dealing With Difficulties 283 11.6 Ideas To Take Away 287 11.7 Try This In Your Course 288 12 Learner-Centered Teaching Revisited 289 12.0 A Key To Good Teaching 289 12.1 Diversity, Equity, And Inclusion (Dei) 291 12.2 Overview Of Learner-Centered Teaching 298 12.3 Last Words 300 References 301 Index 329