The body and the voice in the classroom
Encyclopedia
The following references are chosen from a use and user perspective. This means that all texts – books, articles, and links – can support one’s own supermentoring practice and one’s further development as a teacher.
Allgemeine Selbstwirksamkeitserwartung (SWE), instrument for measuring the self-efficacy of students (in 31 languages): userpage.fu-berlin.de/~health/selfscal.htm.
Atherton, J. (2013). SOLO Taxonomy; accessible at www.learningandteaching.info/learning/solo.htm.
Bandura, A. (1997). Self-Efficacy. The Exercise of Control. New Tork, N.Y.: W.H. Fremann and Company.
Bandura, A. (2012). Self-efficiacy. Kognition & Pædagogik, 22(83).
Biggs, J. (2012): What The Student Does: Teaching for Enhanced Learning, Higher Education Research & Development, 31(1).
Biggs, J. og Tang, C. (2011). Teaching for Quality Learning at University, 4th ed. Maidenhead: Open University Press.
Bligh, D. (2000). What is the Use of Lectures? San Francisco, Calif.: Jossey-Bass.
Brabrand, C. & Andersen, J. (2006). Teaching Teaching & Understanding Understanding. Video, accessible at www.daimi.au.dk/~brabrand/short-film/; also accessible on YouTube.
Christensen, R. (1991). The Discussion Teacher in Action: Questioning, Listening, and Response. In: Christensen, C., Garvin, D. & Sweet, A. Boston (1991). Education for Judgment. Boston: Harvard Business School Press.
Bowman, S. (2005). The Ten-Minute Trainer. 150 Ways to Teach It Quick and Make It Stick! San Francisco, Calif.: Pfeiffer.
Bowman, S. (2008). Preventing Death by Lecture! Terrific Tips for Turning Listerners into Learners. Glenbrook, Nev.: Bowperson Publishing Co.
Bowman, S. (2009). Training from the BACK of the Room. 65 Ways to Step Aside and Let Them Learn. San Francisco, Calif.: Pfeiffer.
Brod, G., Werkle-Bergner, M. & Shing, Y. (2013). The Influence of Prior Knowledge on Memory: A Developmental Cognitive Neuroscience Perspective. Frontiers in Behavioral Neuroscience, 7.
Dweck, C. & Leggett, E. (1998). A Social-Cognitive Approach to Motivation and Personality. Psychological Review, 95.
Entwistle, N. (2009). Teaching for Understanding at University: Deep Approaches and Distinctive Ways of Thinking. London: Palgrave Macmillan.
Greve, Linda. (2016). Den gode præsentation, 2. udg. Frederiksberg: Samfundslitteratur.
Hailikari, T., Katajavuori, N. & Lindblom-Ylanne, S. (2008). The Relevance of Prior Knowledge in Learning and Instructional Design. American Journal of Pharmaceutical Education, 72(5).
Hattie, J. (2009). Visible Learning: a Synthesis of 800+ Meta-analyses on Achievement. London: Routledge.
Hattie, J. (2012). Visible Learning for Teachers. Maximizing Impact on Learning. Abingdon: Routledge.
Hattie, J. & Anderman, E. (2013). International Guide to Student Achievement. Abingdon: Routledge.
Hermann, K.J. og Bager-Elsborg, A. (2014). Effektiv holdundervisning. Frederiksberg: Samfundslitteratur.
Keller, J. (2010). Motivational Design for Learning and Performance: The ARCS Model Approach. New York, N.Y.: Springer.
Keller, J. (2010). Motivational Design for Learning and Performance: The ARCS Model Approach. New York, N.Y.: Springer.
Qualification framework for higher education - accessible at https://ufm.dk/en/education/recognition-and-transparency/transparency-tools/qualifications-frameworks/other-qualifications-frameworks/danish-qf-for-higher-education?set_language=en&cl=en
Lauridsen, O. (2018). Hjernen og læring. København: Akademisk Forlag.
Mazur, E. (1997). Peer Instruction: A User's Manual. Upper Saddle River, N.J.: Prentice Hall. Further information on Eric Mazur’s work: http://ericmazur.com/.
An instructive video with Eric Mazur is accessible at www.youtube.com/watch?v=Z9orbxoRofI.
A quick introduction to voting with peer instruction is accessible at www.youtube.com/watch?v=JPnijSecLK0.
See https://treat.au.dk/aktiviteter/peer-instruction
Rienecker, L., Jørgensen, P., Dolin, J. & Ingerslev, G. (2013). Universitetspædagogik. Frederiksberg: Samfundslitteratur.
Silberman, M. (2005). 101 Ways to Make Training Active2. San Francisco, Calif.: Pfeiffer.
Silberman, M. (2006). Active Training. San Francisco, Calif.: Pfeiffer.
Ulriksen, L. (2016). God undervisning på de videregående uddannelser. Frederiksberg: Frydenlund.
Van Kesteren, M., Rijpkema, M., Ruiter, D., Morris, R. & Fernández, G. (2014). Building on Prior Knowledge: Schema-dependent Encoding Processes Relate to Academic Performance. Journal of Cognitive Neuroscience, 26(10).
BBC learning English Pronunciation: http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/
Doing English with Julian (fundamentalt og let fordøjeligt stof om moderne talt Engelsk): https://www.youtube.com/user/doingenglishDOTcom?feature=watch
Howjsay (udtale enkeltord): http://howjsay.com/?&wid=909&flash=y
Written English at AU: https://medarbejdere.au.dk/administration/kommunikation/sprogportal/au-english-style-guide/
https://emedia.rmit.edu.au/learninglab/sites/default/files/Oral_presentations_signalling_2014_Accessible.pdf
http://publicspeakingpower.com/what-is-a-signpost-in-public-speaking/
http://www.bbc.co.uk/worldservice/learningenglish/business/talkingbusiness/unit3presentations/expert.shtml
https://www.ieltsbuddy.com/signposting-language.html
Lauridsen, K.M. & Lauridsen, O. (2017). Undervisning i engelsksprogede uddannelser er ikke kun et spørgsmål om sprog – det er først og sidst undervisning. DUT 12,22.
Lauridsen, O. (2013). ‘Supermentoring of assistant professors’ teaching.’ Paper præsenteret ved The SoTL Commons 2013, Savannah, GA, USA.
Lauridsen, O. (2014). ‘Supermentoring - is less more? A pilot investigation of the effect of supermentoring, an alternative approach to supervision and mentoring.’
Lauridsen, O. (2014). Poster session præsenteret ved ICED 2014, Stockholm, Sverige.
Lauridsen, O. (2014). ‘Supermentoring: Short term pedagogical intervention for assistant professors and postdocs.’ Paper præsenteret ved ICED 2014, Stockholm, Sverige.
