8 research-based principles for smart teaching Lovett, Marsha creator author. Mayer, Richard E. 1947- writer of foreword. Bridges, Michael W. author. DiPietro, Michele author. Ambrose, Susan A. 1958- author. Norman, Marie K. author. text bibliography nju 2023 2023 Second edition. monographic eng 1 online resource (xxvii, 308 pages) : illustrations "We have expanded from seven to eight principles, which has allowed us to delve more deeply into the social and emotional components of learning. A brand new chapter (Chapter 1) explores individual differences among learners, and the intersections of identities and backgrounds that shape how students enter, respond to, and shape the learning environment. A reworked chapter (Chapter 7) investigates more fully the ways that instructors can shape the climate of their courses to make students feel included or marginalized -- and the implications for learning and performance. Across all eight principles, we updated the research previously discussed while integrating new areas of research. Wherever possible, we applied a diversity, equity, and inclusion lens, exploring issues of power, identity, and belonging as they relate to teaching and learning. We have also referenced a broader range of institution types and student populations than in the previous edition, and incorporated case studies and strategies relevant to emerging educational technologies and online and hybrid learning modalities."-- Introduction. Bridging learning research and teaching practice -- Why do students' identities and stages of development matter for learning? -- How does students' prior knowledge affect their learning? -- How does the way students organize knowledge affect their learning? -- What factors motivate students to learn? -- How do students develop mastery? -- What kinds of practice and feedback enhance learning? -- Why does course climate matter for student learning? -- How do students become self-directed learners? -- Conclusion. Applying the eight principles to ourselves -- Appendix A. What are instructor self-assessments/reflections and how can we use them? -- Appendix B. What are ground rules and how can we use them? -- Appendix C. What are student self-assessments and how can we use them? -- Appendix D. What are concept maps and how can we use them? -- Appendix E. What are rubics and how can we use them? -- Appendix F. What are learner checklists and how can we use them? -- Appendix G. What are learning objectives and how can we use them? -- Appendix H. What are active learning strategies and how can we use them? -- Appendix I. What are reader responses/peer reviews and how can we use them? -- Appendix J. What are exam wrappers and how can we use them? Marsha C. Lovett, Michael W. Bridges, Michele DiPietro, Susan A. Ambrose, Marie K. Norman ; foreword by Richard E. Mayer. Includes bibliographical references and indexes. Effective teaching Case studies Educational innovations Case studies School improvement programs Case studies Learning, Psychology of Case studies Learning Teaching LB1025.3 .L68 2023eb Lovett, Marsha. Hoboken, New Jersey : Jossey-Bass, [2023] Second edition. (DLC) 2022046789 9781119860143 1119860148 9781119860150 1119860156 2022046790 https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=3574238 https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=3574238 EBZ 220927 20251029164106.0 on1347049241 eng