Showing below up to 38 results in range #251 to #288.
- Decoding area studies and interdisciplinary majors: building a framework for entry-level students (2 revisions)
- Question 2: Uncovering the tacit mental moves/Resources (2 revisions)
- Looking back to move ahead: How students learn deep geological time by predicting future environmental impacts (2 revisions)
- Using the Decoding The Disciplines Framework for Learning Across the Disciplines (2 revisions)
- What’s feeling got to do with it? Decoding emotional bottlenecks in the history classroom (2 revisions)
- Analog tools in digital history classrooms: An activity-theory case study of learning opportunities in digital humanities (2 revisions)
- Transformative dialogues (2 revisions)
- What ‘Decoding the Disciplines’ has to offer ‘Threshold Concepts (2 revisions)
- Learning to “Think like a Lawyer”: Developing a Metacognitive Model for Legal Reasoning (2 revisions)
- Easing Entry into the Scholarship of Teaching and Learning Through Focused Assessments: The “Decoding the Disciplines” Approach (2 revisions)
- Overcoming cultural obstacles to new ways of teaching: The Lilly Freshman Learning Project at Indiana University (2 revisions)
- Equity-minded faculty development: An intersectional identity-conscious community of practice model for faculty learning (2 revisions)
- Enhancing Graphical Literacy in Introductory Biology Students using the Decoding Disciplines Paradigm (2 revisions)
- Assessing While Learning: Teacher Candidates in the History Classroom (2 revisions)
- What use is SoTL?: Using the scholarship of teaching and learning to develop a curriculum for first year university history classes (2 revisions)
- Das Decoding Interview – ein exemplarischer Einblick (2 revisions)
- A Teaching Experiment Shows Students How to Grasp Big Concepts (2 revisions)
- The Decoding Working Group at DiZ (2 revisions)
- Uncovering Ways of Thinking, Practicing, and Being through Decoding across Disciplines (2 revisions)
- A framework for working with university teachers to create and embed ‘Integrated Threshold Concept Knowledge’ (ITCK) in their practice (2 revisions)
- How to Solve it? (report) (2 revisions)
- What Is Essential in Teaching Theatre History? A Revised Theatre Studies Curriculum (2 revisions)
- Intervention Planning for Children who use Augmentative and Alternative Communication: Exploring the Expert-Novice Gap in Speech-Language Pathologists’ Clinical Reasoning (2 revisions)
- Acquiring search expertise: Learning experiences and threshold concepts (2 revisions)
- Decoding the Disciplines aus Lehrendenperspektive (2 revisions)
- Der Arbeitskreis Decoding the Disciplines am DiZ (2 revisions)
- Eye Movements in Programming Education: Analyzing the expert’s gaze (2 revisions)
- The History Learning Project ʺDecodesʺ a Discipline: The Union of Teaching and Epistemology (2 revisions)
- Identity bottleneck (1 revision)
- Feb 12 2025 Event Modeling (1 revision)
- Datenschutz (1 revision)
- Seiten:Benutzerseite (1 revision)
- Decoding the Disciplines Wiki (1 revision)
- Minutes (1 revision)
- How to share (1 revision)
- How to Prepare for an Interview (1 revision)
- Teaching the history threshold learning outcomes to first-year students (1 revision)
- Mental action (1 revision)
