Dec 01, 2013 by
Communication Sciences and Disorders
The American Speech Language Hearing Association's Teaching Tools is a web-based collection of articles and resources for use in academic and clinical education in Communication Sciences and Disorders. The materials are geared towards those engaged in graduate training programs.
Type of Material:
The information on this site is a collection of text-based reference materials with links to other text-based materials (pdfs).
This site serves as a resource for academic and clinical educators engaged at the postsecondary (i.e, college/university)instruction.
The site reguires that the user has a software program that is able to view PDF documents.
Identify Major Learning Goals:
Faculty members and doctoral students will have basic understanding of effective teaching methods.
Instructors will learn techniques to improve teaching effectiveness.
Faculty members will be able to find resources to expand their knowledge of principles of effective pedagogy.
Target Student Population:
Doctoral students preparing for teaching; clinical educators and faculty who are either new to teaching, would like to improve their teaching, or are looking for ways to update and freshen teaching approaches. This site is not targeted to students.
Prerequisite Knowledge or Skills:
Evaluation and Observation
Materials available that cover the range of very basic pedagogical concepts, such as Bloom's taxonomy, to advanced concepts such as engaging in the scholarship of teaching and learning (SOTL).
The information is introductory and offers limited reference to peer-reviewed publications. The information is static and doesn't change with the needs of the users. It lacks resources that are readily applicable to practice.
Potential Effectiveness as a Teaching Tool
In some cases, the learning materials are taylored to the specific needs of Communication Sciences and Disorders programs. The information is well-organized and is presented with clarity and focus.
The materials do not offer an interactive and/or dynamic components. Application to practice is not readily evident. Some of the links to outside resources are of questionable relevance to the stated objectives.
Ease of Use for Both Students and Faculty
The information is provided in a well-organized and accessible fashion. All links are in working order.
For novice educator, may be challenging to know where to begin as materials are not organized by level of learning (i.e. basic, intermediate, advanced).