diff --git a/01-introduction.md b/01-introduction.md index 64e4299b..2a008cfb 100644 --- a/01-introduction.md +++ b/01-introduction.md @@ -156,7 +156,7 @@ within the format of these lessons. ## Key Readings The best overview of research results in education and learning is -Ambrose et al's *[How Learning Works: Seven Research-Based Principles for Smart Teaching](http://www.amazon.com/How-Learning-Works-Research-Based-Jossey-Bass/dp/0470484101/)*, +Ambrose et al's *[How Learning Works](http://www.amazon.com/How-Learning-Works-Research-Based-Jossey-Bass/dp/0470484101/)*, which is also an excellent example of what secondary literature ought to look like. Green's *[Building a Better Teacher](http://www.amazon.com/Building-Better-Teacher-Teaching-Everyone/dp/0393081591)* is lighter but no less informative: @@ -168,6 +168,12 @@ Guzdial's "[Why Programming is Hard to Teach](papers/guzdial-why-hard-to-teach-2 and "[Top 10 Myths About Teaching Computer Science](papers/guzdial-10-myths-2015.pdf)", and Porter et al's "[Success in Introductory Programming: What Works?](papers/porter-what-works-2013.pdf)", both of which should be read before starting this class. +Finally, +De Bruyckere et al's one-page guide to +[urban myths about learning and education](papers/de-bruyckere-urban-myths-2015.pdf) +is a useful checklist: +by the end of this training, +you should know how and why to debunk each one. ## Challenges diff --git a/05-design.md b/05-design.md index 2f953565..81f468d4 100644 --- a/05-design.md +++ b/05-design.md @@ -86,6 +86,10 @@ Wiggins and McTighe use the acronym WHERETO: * *Organize*: put the episodes in sequence. +This [four-page guide](papers/wiggins-mctighe-ubd-nutshell.pdf) +is a good checklist for reverse instructional design +cross-referenced to Wiggins and McTighe's books. + > ## How and Why to Fake It > > One of the most influential papers in the history of software engineering diff --git a/06-objectives.md b/06-objectives.md index 4b0d499a..d3242c1b 100644 --- a/06-objectives.md +++ b/06-objectives.md @@ -145,6 +145,10 @@ in learning objectives written for each level. +Baume's guide to +[writing and using good learning outcomes](papers/baume-learning-outcomes-2009.pdf) +is a good longer discussion of these issues. + ## Who Are Our Learners? The complement to clarifying the objectives for our lessons diff --git a/papers/baume-learning-outcomes-2009.pdf b/papers/baume-learning-outcomes-2009.pdf new file mode 100644 index 00000000..beeb1994 Binary files /dev/null and b/papers/baume-learning-outcomes-2009.pdf differ diff --git a/papers/de-bruyckere-urban-myths-2015.pdf b/papers/de-bruyckere-urban-myths-2015.pdf new file mode 100644 index 00000000..4bf5cb78 Binary files /dev/null and b/papers/de-bruyckere-urban-myths-2015.pdf differ diff --git a/papers/wiggins-mctighe-ubd-nutshell.pdf b/papers/wiggins-mctighe-ubd-nutshell.pdf new file mode 100644 index 00000000..7f0538f6 Binary files /dev/null and b/papers/wiggins-mctighe-ubd-nutshell.pdf differ diff --git a/reference.md b/reference.md index 7340ade1..6da5ee98 100644 --- a/reference.md +++ b/reference.md @@ -29,12 +29,18 @@ Claude M. Steele: *[Whistling Vivaldi: How Stereotypes Affect Us and What We Can ## Papers +Baume: "[Writing and Using Good Learning Outcomes](papers/baume-learning-outcomes-2009.pdf)". +: A useful detailed guide to constructing useful learning outcomes. + Crouch and Mazur: "[Peer Instruction: Ten Years of Experience and Results](papers/crouch-mazur-peer-instruction-ten-years-2001.pdf)". : An early report on peer instruction and its effects in the classroom. Guzdial: "[Exploring Hypotheses about Media Computation](papers/guzdial-mediacomp-retrospective-2013.pdf)". : A look back on 10 years of media computation research. +De Bruyckere et al: "[Urban Myths About Learning and Education](papers/de-bruyckere-urban-myths-2015.pdf)". +: A one-page summary drawn from their book of the same name. + Guzdial: "[Why Programming is Hard to Teach](papers/guzdial-why-hard-to-teach-2011.pdf)". : A chapter from *[Making Software](http://www.amazon.com/Making-Software-Really-Works-Believe/dp/0596808321/)* @@ -52,6 +58,9 @@ Porter et al: "[Success in Introductory Programming: What Works?](papers/porter- : Summarizes the evidence that three techniques---peer instruction, media computation, and pair programming---can significantly improve outcomes in introductory programming courses. +Wiggins and McTighe: "[UbD in a Nutshell](papers/wiggins-mctighe-ubd-nutshell.pdf)". +: A four-page summary of the authors' take on reverse instructional design. + Wilson et al: "[Best Practices for Scientific Computing](http://www.plosbiology.org/article/info%3Adoi%2F10.1371%2Fjournal.pbio.1001745)". : Describes and justifies the practices that mature scientific software developers ought to use.