Pages with the most revisions
Showing below up to 50 results in range #151 to #200.
View (previous 50 | next 50) (20 | 50 | 100 | 250 | 500)
- Triggering engagement in SoTL through threshold concepts (2 revisions)
- What’s feeling got to do with it? Decoding emotional bottlenecks in the history classroom (2 revisions)
- Applying the Decoding the Disciplines process to teaching structural mechanics: An autoethnographic case study (2 revisions)
- Critical Inquiry and the First Year: Reconceptualizing the Aims of Transitions Pedagogies (2 revisions)
- Decoding area studies and interdisciplinary majors: building a framework for entry-level students (2 revisions)
- Decoding the Disciplines and Threshold Concepts in a Blended Learning EBM Project for Preclerkship Students (2 revisions)
- Facilitating a Faculty Learning Community Using the Decoding the Disciplines Model (2 revisions)
- Impact of Decoding Work within a Professional Program (2 revisions)
- Uncovering Ways of Thinking, Practicing, and Being through Decoding across Disciplines (2 revisions)
- Disciplinary Specificity in Engineering Communication: Rhetorical Instruction in an Undergraduate Engineering Research Class (2 revisions)
- Faculty Development Through Student Learning Initiatives: Lessons Learned (2 revisions)
- Similarities and differences in eye movements between professors and students during graph reading (2 revisions)
- The Decoding Interview, Live and Unplugged (2 revisions)
- Uncovering Ways of Thinking, Practicing and Being through Key Themes in Decoding across Disciplines (2 revisions)
- Writing about music in large music appreciation classrooms using active learning, discipline-specific skills, and peer review (2 revisions)
- Assessing While Learning: Teacher Candidates in the History Classroom (2 revisions)
- Decoding the Disciplines in European Institutions of Higher Education: Intercultural and Interdisciplinary Approach to Teaching and Learning (2 revisions)
- Mapping the Problem-Solving Strategies of Novice Programmers to Polya’s Framework: SWOT Analysis as a Bottleneck Identification Tool (2 revisions)
- Easing Entry into the Scholarship of Teaching and Learning Through Focused Assessments: The “Decoding the Disciplines” Approach (2 revisions)
- Intervention Planning for Children who use Augmentative and Alternative Communication: Exploring the Expert-Novice Gap in Speech-Language Pathologists’ Clinical Reasoning (2 revisions)
- Decoding Applied Data in Professional Schools (2 revisions)
- From Knowing the Canon to Developing Skills Engaging with the Decoding the Disciplines Approach (2 revisions)
- Intuitions and Instincts: Considerations for Decoding Disciplinary Identities (2 revisions)
- A Teaching Experiment Shows Students How to Grasp Big Concepts (2 revisions)
- Decoding the underlying cognitive processes and related support strategies utilised by expert instructors during source code comprehension (2 revisions)
- Emotional Bottleneck (2 revisions)
- From reading to thinking: Student lines of thought in a seminar on Christianity and colonialism (2 revisions)
- Metacognition and Disciplinary Thinking (2 revisions)
- Plowing through Bottlenecks in Political Science (2 revisions)
- The History Learning Project: A Department “Decodes” Its Students (2 revisions)
- Using Blended Learning to Develop Students' Skills and Motivation (2 revisions)
- A case for visual models to communicate implicit genre expectations within policy writing instruction (2 revisions)
- Decoding sustainability in the healthcare system. Teaching students how to problematize complex concepts (2 revisions)
- Design and evaluation of a test for assessing cs-first-year students’ cognitive competences (2 revisions)
- Engaging Faculty for Student Success: The First Year Learning Initiative (2 revisions)
- Polar ICE: Bringing the poles to classrooms (2 revisions)
- Step 4: Give Students Practice and Feedback (2 revisions)
- The History Learning Project ʺDecodesʺ a Discipline: The Union of Teaching and Epistemology (2 revisions)
- Using Methods from Cognitive Psychology to Elucidate Mental Processes (2 revisions)
- A framework for working with university teachers to create and embed ‘Integrated Threshold Concept Knowledge’ (ITCK) in their practice (2 revisions)
- Decoding Discipline Theory and Its Application in Instructional Design (2 revisions)
- Decoding the Assessment of Student Learning (2 revisions)
- Engaging first year lecturers with threshold learning outcomes and concepts in their disciplines (2 revisions)
- The Impact of Scaffolding on the Historical Thinking Skills of Middle School Students (2 revisions)
- Using Scaffolding and Deliberate Practice to Improve Abstract Writing in an Introductory Biology Laboratory Course (2 revisions)
- A novel approach for practitioners in training: A blended-learning seminar combining experts, students and practitioners (2 revisions)
- Designing first-year sociology curricula and practice (2 revisions)
- Learning Goal (2 revisions)
- DecodingWork:Slip (1 revision - redirect page)
- Decoding Genetics and Molecular Biology. In Decoding the Disciplines: Helping Students Learn Disciplinary Ways of Thinking (1 revision - redirect page)