Pages with the fewest revisions

Showing below up to 50 results in range #51 to #100.

51. Using the Decoding The Disciplines Framework for Learning Across the Disciplines‏‎ (2 revisions)
52. What’s feeling got to do with it? Decoding emotional bottlenecks in the history classroom‏‎ (2 revisions)
53. Analog tools in digital history classrooms: An activity-theory case study of learning opportunities in digital humanities‏‎ (2 revisions)
54. Transformative dialogues‏‎ (2 revisions)
55. Equity-minded faculty development: An intersectional identity-conscious community of practice model for faculty learning‏‎ (2 revisions)
56. What ‘Decoding the Disciplines’ has to offer ‘Threshold Concepts‏‎ (2 revisions)
57. Learning to “Think like a Lawyer”: Developing a Metacognitive Model for Legal Reasoning‏‎ (2 revisions)
58. Easing Entry into the Scholarship of Teaching and Learning Through Focused Assessments: The “Decoding the Disciplines” Approach‏‎ (2 revisions)
59. Overcoming cultural obstacles to new ways of teaching: The Lilly Freshman Learning Project at Indiana University‏‎ (2 revisions)
60. Enhancing Graphical Literacy in Introductory Biology Students using the Decoding Disciplines Paradigm‏‎ (2 revisions)
61. Assessing While Learning: Teacher Candidates in the History Classroom‏‎ (2 revisions)
62. What use is SoTL?: Using the scholarship of teaching and learning to develop a curriculum for first year university history classes‏‎ (2 revisions)
63. Das Decoding Interview – ein exemplarischer Einblick‏‎ (2 revisions)
64. A Teaching Experiment Shows Students How to Grasp Big Concepts‏‎ (2 revisions)
65. The Decoding Working Group at DiZ‏‎ (2 revisions)
66. Uncovering Ways of Thinking, Practicing, and Being through Decoding across Disciplines‏‎ (2 revisions)
67. A framework for working with university teachers to create and embed ‘Integrated Threshold Concept Knowledge’ (ITCK) in their practice‏‎ (2 revisions)
68. How to Solve it? (report)‏‎ (2 revisions)
69. What Is Essential in Teaching Theatre History? A Revised Theatre Studies Curriculum‏‎ (2 revisions)
70. Intervention Planning for Children who use Augmentative and Alternative Communication: Exploring the Expert-Novice Gap in Speech-Language Pathologists’ Clinical Reasoning‏‎ (2 revisions)
71. Acquiring search expertise: Learning experiences and threshold concepts‏‎ (2 revisions)
72. Decoding the Disciplines aus Lehrendenperspektive‏‎ (2 revisions)
73. Der Arbeitskreis Decoding the Disciplines am DiZ‏‎ (2 revisions)
74. Eye Movements in Programming Education: Analyzing the expert’s gaze‏‎ (2 revisions)
75. The History Learning Project ʺDecodesʺ a Discipline: The Union of Teaching and Epistemology‏‎ (2 revisions)
76. Mapping the Problem-Solving Strategies of Novice Programmers to Polya’s Framework: SWOT Analysis as a Bottleneck Identification Tool‏‎ (2 revisions)
77. Legal principles‏‎ (2 revisions)
78. Developing numeracy and problem-solving skills by overcoming learning bottlenecks‏‎ (2 revisions)
79. Reflection for helping students learn disciplinary paths of analytical thinking‏‎ (2 revisions)
80. Applying the Decoding the Disciplines process to teaching structural mechanics: An autoethnographic case study‏‎ (2 revisions)
81. Decoding Source Code Comprehension: Bottlenecks Experienced by Senior Computer Science Students‏‎ (2 revisions)
82. On the Integration of Agile Practices into Teaching: an approach to overcoming teaching and learning challenges of programming‏‎ (2 revisions)
83. Team Exercise Offering Practice on Using Evidence in a History Course‏‎ (2 revisions)
84. Intuitions and Instincts: Considerations for Decoding Disciplinary Identities‏‎ (2 revisions)
85. Learning about Learning-Together‏‎ (2 revisions)
86. Plowing through Bottlenecks in Political Science‏‎ (2 revisions)
87. Decoding the Disciplines: supporting the university study experience through a game-based model‏‎ (2 revisions)
88. Using Scaffolding and Deliberate Practice to Improve Abstract Writing in an Introductory Biology Laboratory Course‏‎ (2 revisions)
89. Evaluating the Decoding the Disciplines Paradigm That Is Used for Developing Disciplinary Habits of Mind: A Systematic Literature Review‏‎ (2 revisions)
90. How to decode student bottlenecks to learning in computer science‏‎ (2 revisions)
91. Decoding Applied Data in Professional Schools‏‎ (2 revisions)
92. Using US Tuning to effect: The American historical association’s Tuning project and the first year research paper‏‎ (2 revisions)
93. Engaging Faculty for Student Success: The First Year Learning Initiative‏‎ (2 revisions)
94. Similarities and differences in eye movements between professors and students during graph reading‏‎ (2 revisions)
95. Generating story ideas‏‎ (2 revisions)
96. Disciplinary Specificity in Engineering Communication: Rhetorical Instruction in an Undergraduate Engineering Research Class‏‎ (2 revisions)
97. Facilitating a Faculty Learning Community Using the Decoding the Disciplines Model‏‎ (2 revisions)
98. Faculty Development Through Student Learning Initiatives: Lessons Learned‏‎ (2 revisions)
99. Librarians in the Lead: A Case for Interdisciplinary Faculty Collaboration on Assignment Design‏‎ (2 revisions)
100. Decoding the Disciplines in European Institutions of Higher Education: Intercultural and Interdisciplinary Approach to Teaching and Learning‏‎ (2 revisions)