Cross-Cutting Skills: Strategies for Teaching & Learning

Autor/in	Andrade, Maureen Snow
Titel	Cross-Cutting Skills: Strategies for Teaching & Learning
Quelle	In: Higher Education Pedagogies, 5 (2020) 1, S.165-181 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Andrade, Maureen Snow)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2375-2696
DOI	10.1080/23752696.2020.1810096
Schlagwörter	Teaching Methods; Learning Strategies; Self Management; Assignments; Soft Skills; Interpersonal Competence; 21st Century Skills; Diversity; Feedback (Response); Cooperative Planning; Place Based Education; Writing (Composition); Portfolios (Background Materials); Electronic Publishing; Cooperation; Peer Evaluation; Teamwork; Reflection; Student Attitudes; Scoring Rubrics; Information Dissemination; Learner Engagement + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstmanagement; Assignment; Auftrag; Zuweisung; Interpersonale Kompetenz; Schreibübung; Elektronisches Publizieren; Co-operation; Kooperation; Schülerverhalten; Scoring formulas; Auswertungsbogen; Informationsverbreitung
Abstract	This conceptual article focuses on teaching and learning strategies aimed at helping students in higher education develop cross-crossing skills such as communication, critical thinking, teamwork, problem-solving, and working with diverse others. Within the framework of high impact practices and their elements, the article shares practical ideas for developing and responding to assignments that emphasize cross-crossing skills and measuring associated learning outcomes. The article focuses on "developing assignments" with an emphasis on designing and structuring team ePortfolios, collaborative projects, peer review tasks, and reflection; "responding to assignments" with techniques such as rubrics, course communications, and self-regulation strategies; and "measuring outcomes" to determine the effectiveness of assigned tasks with the goal of informing curricular and pedagogical modifications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01