Here are teaching tools developed by the University of Washington BERG group, as well as suggested readings for more information into evidence-based practices.
Dr. Freeman giving a seminar on use of high structure in the classroom.
1.High Structure format- This provides a detailed description (with citations) of how Dr. Scott Freeman implements High Structure in an introductory biology classroom. In addition to the description, there is a high quality recording of a full 50 minute class taken during Autumn 2013 quarter.
In Search of Understanding: The Case for Constructivist Classrooms
by J Grennon Brooks and M.G. Brooks
How People Learn
This book is free on-line from the National Academies. Chapters 2 and 3 are most relevant
By Thomas Lord (1999)
Backward Design of Your Classroom
Understanding by Design
By Wiggins and McTighe
Cognitive Science of Learning
Successful lecturing: Presenting. information in ways that engage effective processing.
By deWinstanley, P. A., & Bjork, R. A. (2002). S In D. F. Halpern & M. D. Hakel (Eds.), Applying the Science of Learning to University Teaching and Beyond(pp. 19-31). San Francisco, CA: Jossey-Bass.
Implementation of active learning techniques
By Louis Deslauriers, Ellen Schelew, and Carl Wieman. (2011)
By M.K. Smith, W.B. Wood, W.K. Adams, C. Wieman, J.K. Knight, N. Guild, and T.T. Su. (2009)
By M.K Smith, W.B. Wood, K. Krauter, and J.K. Knight. (2010)
By Jennifer Knight, Sarah Wise, and Katelyn Southard. (2013)
By Jason Day and James Foley
This is not intended to be an exhaustive list of National Resources, just some directions for learning more.
Faculty Development Programs
National Academies of Scientific Teaching Alliance (NASTA) Summer Institute programs. This institute has been in existence since 2004 and promotes and teaches Scientific Teaching, which means that we approach our classroom the same way we approach our science: we have an objective, assess the outcome, and make changes to the process based on the assessment results.
Lilly Conferences on College and University teaching and learning are a great way to meet like-minded practitioners and learn new techniques.
Classroom Observation Tools
Determinants of Practice (DoP)- C. Turpen and N. Finkelstein, “Not all Interactive Engagement is the same: Variation in physics professors’ implementation of Peer Instruction.” Physical Review Special Topics, Physics Education Research. 2014
COPUS (Classroom Observation Protocol for Undergraduate STEM)
Michelle K. Smith, Francis H.M. Jones, Sarah L. Gilbert, and Carl Wieman (2013)
The Classroom Observation Protocol for Undergraduate STEM (): A New Instrument to Characterize University STEM Classroom Practices CBE Life Sci Educ.
Teaching specific topics