(Undergraduate Topics In Computer Science) Edwin F. Meyer III, Nickolas Falkner, Raja Sooriamurthi%2
User Manual:
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Page Count: 356 [warning: Documents this large are best viewed by clicking the View PDF Link!]
- Introduction to Teaching Puzzle-based Learning: What Is It and What Is This Book About?
- Contents
- Part I: Motivation and Teaching
- 1: Motivation
- 2: Getting Started
- 3: Icebreakers
- 4: Effective Teaching Approaches
- 4.1 Cognitive Apprenticeship
- 4.2 Class Activities
- 4.3 Online Activities
- 4.4 Measuring and Assessing Puzzle-based Learning
- What Is This Assignment Supposed to Achieve in Terms of Learning Outcomes?
- What Level of Knowledge Do Your Students Have in This Area?
- What Level of Knowledge Do You Wish Your Students to Have After This Assignment?
- How Much Time Do You Have for This?
- Have Your Students Seen a Similar or Related Puzzle Before?
- Have You Demonstrated This in Class?
- Do the Students Have a Reason to Do This Assignment?
- Do the Students Understand the Value of This Assignment?
- Do You Understand How to Do This Assignment?
- Have You Tested It?
- Does the Assignment Require Additional Equipment or Resources?
- Do You Need to Provide a Guide?
- Do You Need to Provide a Rubric?
- Do You Have a List of Hints?
- What Is the Impact if a Student Cannot Solve Any of the Problems?
- 4.5 Effective Assessment
- The Assessment Should Be Useful to the Student
- The Marking Scheme Should Be Fair, Transparent, and Equitable
- Valid Effort and Outcome Should Both Receive Recognition
- Assessment Should Be Based on the Student, Not the Class
- Assessment Should Be Repeatable
- Assessment Should Always Be Accompanied by Constructive Feedback
- Where Possible, Err on the Side of Less Formal Assessment Rather than More
- 4.6 Increasing and Maintaining Confidence
- 4.7 Peer Teaching
- Reference
- Part II: Tools, Tips, and Strategies
- Part III: Challenges
- Summary
- List of Puzzles
- Index