ComS 222/221: Teaching Resources
On-line Teaching Resources
Learning Styles Assessment
Teaching Styles Assessment
Learning Theories and Concepts
Collaborative and Cooperative Learning
Critical and Creative
Teaching Tips Index
This page is an outstanding practical resource for teaching
ideas. It is well organized, easily accessed,
and constantly developing. It is a product of the Hawaii
Community College system.
Center for Teaching and
Learning, Stanford University
A handy collection of useful handouts.
CSUS Center for Teaching and Learning
Lots of useful links and materials
for developing your teaching. See especially, "CTL Faculty
The Rogers Indicator of
This is an interactive assessment of your intelligences. The
theoretical ground is Howard Gardner's work.
Index of Learning Styles Questionnaire
Barbara A. Soloman, and Richard M.
Felder, North Carolina State University
This particular version allows
on-line scoring and immediate feedback for students. The
easily to emailed to you if you
wished to look at the data yourself.
VARK (Visual/Aural/Read-Write/Kinesthetic) Questionnaire
What is your preferred learning
modality? Learn about how you learn using this brief
questionnaire. This questionnaire
aims to find out something about
your preferences for the way you work with information. You will
have a preferred
learning style and one part of
that learning style is your preference for the intake and output
of ideas and information.
How you learn has an impact on how
Rossetti argue for a very careful and limited use of the
notion of learning styles.
McDaniel, Rohrer & Bjork (2009) argue that
"learning styles" is neither a valid concept nor a particularly
Learning Styles Don't Exist. Dan Willingham (Video 7 min.)
Teaching Styles (a
complement to learning styles)
Student Learning Style Inventory
This tool was developed from Tony Grasha's book, Teaching with Style.
Teaching Goals Inventory
"The Teaching Goals Inventory (TGI) is a self-assessment of
instructional goals. Its purpose is threefold: (1) to help college
teachers become more aware of what they want to accomplish in
individual courses; (2) to help faculty locate Classroom
Assessment Techniques they can adapt and use to assess how well
they are achieving their teaching and learning goals; and (3) to
provide a starting point for discussion of teaching and learning
goals among colleagues."
of 4 Teaching Methods: Linking Rubrics to Teaching
The article includes 4
comprehensive rubrics for the teaching methods of lecture,
discussion, case, and role play.
Learning Assessment Guide
Traditional testing methods have been limited measures of student
learning, and equally importantly, of limited value for guiding
student learning. Innovative assessment methods
emphasize deeper levels of learning and give instructors valuable
feedback during a course.
FAST: Free Assessment Summary Tool
assessments are conducted at the end of a course - a
practice precluding students from
offering constructive feedback
while they are still in the course. However, conducting
administered web-based course
assessments opens a proactive dialogue with students about
course, and the entire learning
process. The FAST project is committed to providing users
with a simple online tool for
assessing their students'
impressions of their courses and their teaching." (From FAST
This is an interesting and relatively
easy-to-use tool that provides real opportunity to get the kind of
data you want to
chart a course to the most effective
learning situation you can provide.
Explorations in Learning &
Instruction: The Theory Into Practice Database by Greg Kearsley
The database contains brief summaries of 50 major theories of
learning and instruction.
These theories can also be accessed by learning domains and
Intelligence and Pedagogy
R W Picard, S Papert, W
Bender, B Blumberg, C Breazeal, D Cavallo, T Machover, M Resnick,
D Roy and C Strohecker
The use of the computer as a
model, metaphor, and modelling tool has tended to privilege the
‘cognitive’ over the ‘affective’ by
engendering theories in which
thinking and learning are viewed as information processing and
affect is ignored or marginalised. In the last decade there has
been an accelerated flow of findings in multiple disciplines
supporting a view of affect as complexly intertwined with
cognition in guiding rational behavior, memory retrieval,
decision-making, creativity, and more. It is time to redress the
imbalance by developing theories and technologies in which affect
and cognition are appropriately integrated with one another. This
paper describes work in that direction at the MIT Media Lab and
projects a large perspective of new research in which computer
technology is used to redress the imbalance that was caused (or,
at least, accentuated) by the computer itself.
The Cooperative Learning Center, University of Minnesota
"The Cooperative Learning Center is a Reseach and Training Center
focusing on how students should interact with each other as they
learn and the skills needed to interact effectively."
Learning" for an overview.
Collaborative and Cooperative Learning Explored Ted Panitz,
Cape Cod Community College
Note:When you reach this page, check out: Ted's
learning e-book and Ted's
articles on cooperative learning
Critical and Creative
Mark Stoner. California State
I Never Thought Like This Before!": Apprenticing Critical
This essay lays explains the necessity for thinking in multiple
ways about any topic in order to facilitate well-grounded
observations. The essay outlines four kinds of critical thinking:
observation, analysis, synthesis/evaluation. Finally, how these
are used within an apprenticeship approach in a course in message
analysis is explained.
Resources for understanding and using Bloom's taxonomy for writing
objectives and articulating assessments
Bloom and Krathwohl's