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Therese Huston

Auteur de Teaching What You Don't Know

5 oeuvres 204 utilisateurs 4 critiques

A propos de l'auteur

Therese Huston, PhD, cognitive psychologist and founding director of the Center for Excellence in Teaching and Learning at Seattle University, he has spent fifteen years helping smart people make better decisions. She has written for the New York Times.

Œuvres de Therese Huston

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If somewhat academic, it is a practical, valuable approach to communication. The examples are familiar and realistic. Even though I’ve read a lot in this genre, I took away several new ideas and tips.
 
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jpsnow | Oct 26, 2022 |
Interesting examples that are chosen to make it easy to recognize myself linked with data, research projects and compelling insights have made this a useful read.
Some of the points to take away -- we still live in a work environment dominated by masculine preferences; if women want to be successful without the constant doubt and stereotype threat, we need to change the physical work environment. Do pre-mortems to think through major decisions. Support each other when we take risks, even and especially when we fail.… (plus d'informations)
 
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WiebkeK | Jan 21, 2021 |
Many students would be shocked to learn that many professors are teaching a class -- well, let's call it "outside their expertise." Yet it happens all the time in academia. Teaching What You Don't Know is an attempt to walk any faculty member through a new course that he or she doesn't entirely understand. (Unfortunately, with all the preparatory reading for class, the professor is unlikely to be able to read this book in time for it to do much good.)

The book has a good selection of tips and stories "from the trenches." Most of the tips belong to the "active learning" concept; the author is very interested in getting student input to help modify expectations about the course (in fact, one of the simplest tips in the book is to request student feedback, giving the students a voice in their own education).

One of the more interesting chapters is not really teaching what you don't know -- but whom. There's a fascinating study that suggests that students who ultimately become professors have wildly different study habits than "average" students. Knowing more about your audience -- even if they are personal anecdotes and seemingly have no relevance to your class -- helps deepen the professor/student relationship, which -- as the book somewhat reluctantly admits -- may allow the students to be more forgiving when the faculty member flubs an answer to a student question.

Overall, this is a worthy book to read -- preferably before the professor gets assigned classes for the semester. But it's also helpful to those who have taught for a while in giving them more active learning techniques.
… (plus d'informations)
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legallypuzzled | 1 autre critique | Jul 12, 2011 |
At first blush, this title seemed odd. Of course we teach what we know - except as you delve into the book, you find scenarios where you think "Oh, that applies to me" multiple times. Whether you're teaching a course that is in your discipline, yet not your specialty, or if you're teaching a course for the first time, this book takes a rare look at how college professors approach preparing to teach new material even when it is in a course you've taught before.
 
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CTLLibrary | 1 autre critique | Feb 3, 2010 |

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Statistiques

Œuvres
5
Membres
204
Popularité
#108,207
Évaluation
½ 4.3
Critiques
4
ISBN
22

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