2. Teaching techniques

3. Assignment design

5. Sample Course Objective Statement Literature in History course This course teaches students toexamineproblems in the interpretationof literature through historical contexts. Intended for students with backgrounds in History and Literature, the course expects students to teacheach other about their own disciplinary training and assumptions. The class will enable students todevelop critical reading, oral and visual arguments, discussion skills, and critical thinking in order to writeabout art and its role in history.

7. individually, prepare a 10-15 page research paper explaining how knowledge of the historical period enriches interpretation of the literature and vise versa.

9. Resources for crafting student learning outcomes built on Bloom’s taxonomy

11. exploratory or reflective in nature

13. requires multiple drafts over an extended period

15. Reading responses

16. Blogs

17. Discussion groups

18. In-class responses

19. Collaborative responses

20. Glossary entries

21. Class notes

22. Reflections

24. pose a problem that requires use of new knowledge to solve it

26. Sample Informal Writing Prompt Study the following table. What data surprises you? Explain why you thought that the statistic would be different.

28. answer an open-ended question about the day’s reading or homework

29. explain what wasn’t clear about the reading or work

31. write a question based on the discussion so far and see if a neighbor can answer it; discuss any discrepancies

32. summarize what’s been covered

33. explain how the knowledge presented applies in a real-world situationWhen should I use informal writing?

35. Use it to get feedback on students’ understanding

36. Use it to give feedback at the beginning of the next class

37. Have students respond to each other’s writing

38. In a large class, read a random sample of responses

40. Increases the academic rigor of a course

41. Helps students learn and retain knowledge

42. Checks student comprehension before the exam

45. How do I want them to do the assignment?

46. To whom are my students writing?

47. When and how will students do the assignment?

49. Stimulating

50. Instructive (process and product)

51. Purposeful

52. Assessable

54. Formal Writing Rubric

55. Lightning Round with C-I Writing Faculty Carol O’Neil, HUEC Bob Mann, MC Gary King, BIOL

57. Teaching techniques

58. Assignment design

59. Assessment strategies