Tools and Resources

Top Downloaded Tools and Resources at Penn State

Lists of examples of verbs that can be used to construct specific, measurable learning objectives at each level of Bloom's taxonomy. Action verbs for writing learning objectives (or learning outcomes) for a course, program, or activity.

This document was created to provide you with a source of options for gathering data on teamwork assignments and projects. You may choose to adopt one of the examples as is, combine elements from several of the examples, or use the examples to identify characteristics that correspond to particular aspects of your assigned work, course content, or student population.

This document describes a specific strategy that provides a collaborative learning experience for students.

This worksheet can be used to help instructors develop classroom activities that align learning objectives with assessments and course activities.

In-depth discussion of planning and writing a case study. Key steps discussed include identifying the reason for using a case study; drafting the case; and piloting and revising it.

A handout that provides information and exercises on how to plan an effective class session.

Brief explanation of several easy-to-use Classroom Assessment Techniques, with examples.

Penn State Teacher II 1997. Compendium of teaching tips and advice from seasoned faculty and graduate students. Includes sections on Course design, matching teaching methods with learning objectives, teaching large courses, evaluating student learning, collecting feedback, sample syllabi, feedback questionaires, grading standards, plagiarism, teaching philosophies.
Authored by D. Enerson, R. Neill Johnson, Susannah Milner, and Kathryn M. Plank.

A problem solving scale with 5 levels of expertise.

This document, excerpted from the Penn State Teacher II, includes strategies for planning, implementing, and grading collaborative projects (aka team work or group work). It includes a discussion of group conflicts.

This essay, written by Penn State's Emeritus Professor of Chemistry, John Lowe, describes several useful strategies for collecting course-level assessment about students' study habits and learning, which can be used to improve student learning.

This FAQ sheet addresses many issues related to attendance in large classes.

An easy to use graphical representation of updated Bloom's Taxonomy congitive domain, including definitions.

Three-page overview of the steps in documenting one's teaching through a portfolio.

Three examples of simple mid-semester feedback questionnaires.

Brief discussion of characteristics that case-writers should aim for in order to promote students' learning. Traits discussed include realism, alignment with students' needs, complexity, adequate background information, and clear writing.