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Webliography
You've found our Annotated Webliography-short, "give me the skinny" publication summaries on our website! We ARE a distinctive learning college, after all. We've listed materials held in the Virginia G. Folsom Honorarium, a collection built by donation from the academic division faculty in honor of the professional dedication of Dr. Jenny Folsom, our esteemed Dean of Academic Affairs, colleague, and friend. We have also listed e-sources and resources significant to the learning college movement. We hope you'll find this webspace helpful and will come back time and time again.
Annotated Webliography
Active Learning: Cooperation in the College Classroom. (1991). David and Roger Johnson and Karl Smith.
This book is a comprehensive look at the use of formal cooperative learning lessons, informal cooperative learning groups, and cooperative base groups in the college classroom. Numerous specific lesson structures are included as well as an excellent overview of how to use cooperative learning at the college level.
Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom. (1999). Pallof and Pratt. This book was written for faculty and trainers in any distance learning environment. This practical, hands-on guide contains illustrative case studies, vignettes, and examples from a wide variety of successful online educators.
Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. (2003) L. Dee Fink.
This book offers valuable recommendations to support better teaching in higher education. Fink presents an exciting vision of what might be, accompanied by practical advice on how to make that vision a reality.
Deciding What to Teach and Test: Developing, Aligning and Auditing the Curriculum. (2000) Fenwick English.
This volume supports a process of curriculum design and delivery that is open and fluid, focused on learning outcomes. His belief is that there are three version of every curriculum: formal, informal, and hidden. English suggests that site-based curriculum audits have the greatest potential for replacing accreditation as the accepted form of quality assurance.
Differentiated Classroom: Responding to the Needs of All Learners. (1999). Carol Ann Tomlinson
Tomlinson, drawing on three decades of experience, describes a way of thinking about teaching and learning that will change all aspects of how you approach student in the classroom. She offers more than theory in this book, filling the pages with real-life examples of teachers and students using and being transformed by differentiated instruction.
Educative Assessment: Designing Assessments to Inform and Improve Student Performance. (1998). Grant Wiggins. Lesley Iura, ed.
Grant Wiggins outlines design standards for performance-based assessments which promise students--no matter what their ability--clear and worthy performance targets for coaching, and the opportunity to progress toward excellence. The book contains numerous templates and flowcharts, strategies for design and troubleshooting,, and myriad examples of assessment tasks and scoring rubrics.
Frames of Mind. (1983). Howard Gardner.
In this seminal work, Gardner challenges the widely held notion that intelligence is a single general capacity possessed by every individual to a greater or lesser extent. Amassing a wealth of evidence, Gardner suggests the existence of a number of intelligences that ultimately yield a unique cognitive profile for each person.
Integrating Educational Technology into Teaching. (2003). Margaret D. Roblyer
This text presents effective theory and research-based strategies for integrating technology resources and technology-based methods into everyday classroom practices. Written from an educator's perspective, the authors thoroughly review qualities and benefits of all computer technology options available to educators and provide numerous applications throughout in the form of lesson plans and integration strategies.
Intelligence Reframed: Multiple Intelligences for the 21st Century. (1999). Howard Gardner
This book follows Gardner's ground-breaking Frames of Mind and Creating Minds, offering a state-of-the-art report on how thinking of multiple intelligences is radically changing our understanding of education and human understanding.
Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. (2000). Mary Huba and Jann Freed
This resource is a well-constructed introduction to learner-centered assessment, complete with practical, ready-to-implement assessment techniques. The reader sees clearly how one shifts from a teacher-centered paradigm of instruction to a learner-centered paradigm.
Learning Style Perspectives: Impact in the Classroom. (1999). Lynne Celli Sarasin
This book addresses the learning needs of students, taking into consideration individual preferences for absorbing and retaining material in an auditory, visual or tactile manner. Characteristics of auditory, visual, and tactile learners are described along with appropriate teaching techniques, student reactions, and evaluation of each style of learning.
Methods That Matter: Six Strategies for Best Practice Classrooms. (1998). Daniels and Bizar
This book helps the classroom instructor organize and manage her classroom with structures that make classrooms "more active, collaborative, democratic, and cognitive." Through integrative units, small group activities, and classroom workshops, educators improve learning and truly achieve Best Practice levels.
Multiple Intelligences: The Theory in Practice. (1993). Howard Gardner
This book provides a coherent picture of what we have learned about the educational application of multiple intelligences theory from projects in schools and formal research over the last decade. From a Harper Collins-New Media review, the publication of this book signaled that "Gardner has once again reframed the discourse of authentic educational transformation."
Multiple Intelligences in the Classroom. (2000). Thomas Armstrong
Armstrong's book combines clear explanation and practical advice, describing how educators can bring Howard Gardner's theory of multiple intelligences into the classroom every day. This is an excellent guide to identifying, nurturing, and supporting the unique capabilities of every student.
Portfolios Plus: A Critical Guide to Alternative Assessment. (1999). Linda Mabry
The book is intended to help educators in developing and implementing assessment alternatives. The author promotes reconsideration of testing assumptions, approaches, and their implications by educators and the educational measurement community.
Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance. (2001). Judith Arter and Jay McTighe
This book offers a practical approach to learn how to be more consistent in judging student performance, and help students become more effective at assessing their own learning. The authors focus attention on challenging but necessary performance tasks like creative writing, "real-world" research projects, and cooperative group activities.
So Each May Learn: Integrating Learning Styles and Multiple Intelligences. (2000). Silver, Harvey, Richard Strong, and Matthew Perini. Association for Supervision & Curriculum Development.
This book includes rationales and research-based principles of learning that support integrated learning; classroom examples and organizers to help educators process ideas and analyze current practices; instruments for readers to identify their own style and intelligence profiles; and planning templates for designing integrated lessons, assessments, and curriculum.
Student-Led Conferencing Using Showcase Portfolios. (1999). Benson, Barbara and Susan Barnett.
This guide is filled with great ideas for improving student motivation and raising the learning standards in the classroom.
Teaching with Technology. (1997). Sandholtz, Dwyer, and Ringstaff
This volume is a guidebook to promoting excellence in today's electronic classrooms, drawing from over 20,000 episodes in the Apple Classrooms of Tomorrow. Case studies and anecdotal pieces from educators address redefining student and teacher roles; maintaining student engagement; reducing teacher isolation; managing technology-rich classrooms; and administrative support for instructional change.
Understanding by Design. (2001). Grant Wiggins and Jay McTighe
This book explores questions such as "What is understanding and how does it differ from knowing? What do we want students to understand and be able to do?" The authors propose a multifaceted approach with the six facets of understanding. The facets combine with backward design to provide a powerful, practical framework for designing curriculum, assessment, and instruction.
Websites of Interest
Excellent Reading
Barr, Robert B. & Tagg, John (1995). From teaching to learning—A new paradigm for undergraduate education. Change. November/December. 13-25.
Boggs, George R. (1999). What the learning paradigm means for faculty. Learning Abstracts. Phoenix, AZ: The League for Innovation in the Community College.
Flynn, William J. (1999). The search for the learning-centered college. Washington, DC: New Expeditions. American Association of Commu- nity Colleges.
O’Banion, Terry. (1998). An inventory of learning-centered practices: A work in progress. PBS Adult Learning Service.
