ComS 222/221: Teaching Resources Topic List
On-line Teaching Resources
Learning Styles Assessment
Teaching Styles Assessment
Evaluation Resources
Learning Theories and Concepts
Collaborative and Cooperative Learning
Critical and Creative Thinking
Bloom's Taxonomy

On-line Teaching Resources

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 Resources"

Learning Styles Assessment

The Rogers Indicator of  Multiple Intelligences
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 feedback could
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 you teach.

Good & Rossetti argue for a very careful and limited use of the notion of learning styles.

Pashler, McDaniel, Rohrer &  Bjork (2009) argue that "learning styles" is neither a valid concept nor a particularly useful fiction.

Learning Styles Don't Exist. Dan Willingham (Video 7 min.)

 Teaching Styles (a complement to learning styles)

Grasha-Reichmann Student Learning Style Inventory
This tool was developed from Tony Grasha's book,
Teaching with Style.

 Evaluation Resources

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."

Using Rubrics
Essential Elements 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.

FLAG: Field-tested Learning Assessment Guide
Traditional testing methods have been limited measures of student learning, and equally importantly, of limited value for guiding student learning. 
How do you find out?Innovative assessment methods emphasize deeper levels of learning and give instructors valuable feedback during a course.
FAST: Free Assessment Summary Tool
"Traditionally, teaching 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 instructor-designed and
administered web-based course assessments opens a proactive dialogue with students about teaching, the
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 home page)
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.
Learning Theories and Concepts

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 concepts.

Emotional 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
Affective Learning--A Manifesto

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.

Collaborative and Cooperative Learning

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."
See: "Cooperative 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 Cooperative learning e-book and Ted's articles on cooperative learning

Critical and Creative Thinking

Mark Stoner. California State University, Sacramento
I Never Thought Like This Before!": Apprenticing Critical Thinking
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.

Bloom's Taxonomy
Resources for understanding and using Bloom's taxonomy for writing objectives and articulating assessments

Bloom and Krathwohl's revised version.