Teaching and Learning Resources

Textbooks:

Bransford JD, Brown AL, Cocking RR (eds). (2000). How people learn: brain, mind, experience, school. Washington,DC: National Academies Press.
Summary: Examines findings on research about the mind, the brain and processes of learning that provides answers about many questions of education. Examines implications for what we teach, how we teach it, and how we assess what we learn. Shows how theories and insights can translate into actions and practice. Connects classroom activities and learning behavior.

Pascarella ET, Terenzini PT. (2005). How college affects students (Vol. 2). San Francisco: Jossey-Bass.
Summary: The authors review their earlier findings and then synthesize what has been learned since 1990 about college’s influences on students. The book also discusses the implications of the findings for research, practice, and public policy. This authoritative and comprehensive analysis of the literature on college impact is required reading for anyone interested in higher education practice, policy, and promise – faculty, administrators, researchers, policy analysts, and decision makers at every level.

Journal Articles:

Kaufman DM. (2003). Applying educational theory in practice. BMJ. 326:213.
Summary: Kaufman describes a number of issues that are relevant to meducal education faculty and to teaching in general, but may not be common knowledge. A fast read that provides a succinct introduction to some of the "language" of medical education theory.

Mann KV. (2002). Thinking about learning: implications for principle-based professional education. J Cont Ed Hlth Prof. 22:69-76.
Summary: Discusses two approaches to understanding learning: cognitive (the learner’s internal processes) and environmental (the environment and the learner’s interaction with it). Defines formal, informal and hidden curriculum. Describes the five principles of cognitive learning and six principles of the social/environmental perspective. Finally, offers implications that we as educators must consider on behalf of learners.

Shulman LS. (2000). Teacher development: roles of domain expertise and pedagogical knowledge. J App Dev Psy. 21(1):129-135.
Summary: This Stanford University educator offers ideas and insights into "externalizing" student knowledge by reconstructing content in his/her own words as a means of ensuring comprehension. Discusses the problem of illusory understanding, i.e., how does a teacher know if a student who appears to understand something truly does? The author advocates "reciprocal teaching:" having students communicate a lesson's content to their peers as a way of ensuring true understanding of that content. In essence, "making the internal external."

Steiner Y, Snell LS. (1999). Interactive lecturing: strategies for increasing participation in large group presentations. Med Tchr. 21(1):37.
Abstract: Interactive lecturing involves an increased interchange between teachers, students and the lecture content.The use of interactive lectures can promote active learning, heighten attention and motivation, give feedback to the teacher and the student, and increase satisfaction for both.This article describes a number of interactive techniques that can be used in large group presentations as well as general strategies that can promote interactivity during lectures.