| Preface |
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xvii | |
| A Special Preface for Teaching Assistants and Graduate Student Instructors |
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xxi | |
| Part 1 Getting Started |
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1 | (28) |
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2 | (7) |
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The College or University Culture |
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3 | (1) |
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Research Versus Teaching? |
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4 | (1) |
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5 | (1) |
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5 | (4) |
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CHAPTER 2 Countdown for Course Preparation |
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9 | (12) |
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Time: Three Months Before the First Class |
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10 | (5) |
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Write Objectives, Goals, or Outcomes |
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10 | (1) |
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11 | (2) |
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Order Textbooks, Lab Supplies, or Other Resources Students May Need |
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13 | (1) |
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Choose a Textbook or Other Reading Materials |
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14 | (1) |
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Time: Two Months Before the First Class |
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15 | (2) |
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Begin Drafting a Syllabus for the Course |
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15 | (2) |
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Time: One Month Before the First Class |
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17 | (2) |
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Begin Preparing Lesson Plans |
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17 | (1) |
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Plan for Out-of-Class Learning |
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18 | (1) |
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Choose Appropriate Teaching Methods |
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18 | (1) |
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Select Appropriate Technology |
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19 | (1) |
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Time: Two Weeks Before the First Class |
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19 | (1) |
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19 | (1) |
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20 | (1) |
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Time: One Week Before the First Class |
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20 | (1) |
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CHAPTER 3 Meeting a Class for the First Time |
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21 | (8) |
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22 | (1) |
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22 | (2) |
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24 | (1) |
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25 | (1) |
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Testing, Grading, and Fairness |
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25 | (1) |
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26 | (1) |
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Assessing Prior Knowledge |
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26 | (1) |
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27 | (1) |
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What About Subject Matter? |
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27 | (1) |
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28 | (1) |
| Part 2 Basic Skills for Facilitating Student Learning |
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29 | (110) |
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CHAPTER 4 Reading as Active Learning |
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30 | (5) |
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30 | (1) |
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How Do You Get Students to Do the Assigned Reading? |
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31 | (3) |
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Research on Learning from Reading |
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32 | (1) |
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Teaching Students to Learn More from Reading |
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33 | (1) |
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34 | (1) |
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CHAPTER 5 Facilitating Discussion: Posing Problems, Listening, Questioning |
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35 | (22) |
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36 | (1) |
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Problems in Teaching by Discussion |
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37 | (1) |
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37 | (7) |
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Starting Discussion with a Common Experience |
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37 | (1) |
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Starting Discussion with a Controversy |
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38 | (1) |
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Starting Discussion with Questions |
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39 | (2) |
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Starting Discussion with a Problem or Case |
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41 | (1) |
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Breaking a Problem into Subproblems |
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42 | (1) |
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42 | (2) |
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44 | (1) |
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What Can I Do About Nonparticipants? |
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45 | (4) |
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48 | (1) |
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The Inner Circle or Fishbowl |
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48 | (1) |
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The Discussion Monopolizer |
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49 | (1) |
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How Can We Have a Discussion If the Students Haven't Read the Assignment? |
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49 | (1) |
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Handling Arguments and Emotional Reactions |
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50 | (3) |
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51 | (1) |
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52 | (1) |
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Teaching Students How to Learn Through Discussion |
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53 | (1) |
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54 | (1) |
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Taking Minutes or Notes, Summarizing |
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54 | (1) |
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55 | (1) |
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55 | (2) |
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CHAPTER 6 How to Make Lectures More Effective |
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57 | (17) |
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Research on the Effectiveness of Lectures |
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58 | (1) |
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What Are Lectures Good For? |
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58 | (1) |
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59 | (1) |
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60 | (1) |
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Preparing Your Lecture Notes |
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61 | (1) |
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62 | (4) |
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63 | (1) |
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64 | (2) |
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How Can Lectures Be Improved? |
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66 | (2) |
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67 | (1) |
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What Can Be Done to Get Attention? |
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67 | (1) |
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Teaching Students How to Be Better Listeners |
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68 | (1) |
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How Do Students Process the Content of a Lecture? |
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69 | (1) |
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Should Students Take Notes? |
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70 | (2) |
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How to Get Students Actively Thinking in a Lecture Situation |
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72 | (1) |
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72 | (1) |
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73 | (1) |
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CHAPTER 7 Assessing, Testing, and Evaluating: Grading Is Not the Most Important Function |
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74 | (13) |
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Planning Methods of Testing and Assessment |
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76 | (1) |
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Alternative Testing Models |
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77 | (2) |
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77 | (1) |
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78 | (1) |
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Other Methods of Assessing Learning |
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79 | (6) |
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Performance Assessment (Authentic Assessment) |
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79 | (1) |
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Graphic Representations of Concepts |
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80 | (2) |
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Journals, Research Papers, and Annotated Bibliographies |
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82 | (1) |
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82 | (1) |
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83 | (1) |
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83 | (2) |
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85 | (1) |
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85 | (2) |
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CHAPTER 8 Testing: The Details |
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87 | (18) |
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87 | (1) |
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88 | (6) |
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Choosing the Type of Question |
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88 | (4) |
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How Many Questions Should You Use? |
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92 | (2) |
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94 | (1) |
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94 | (9) |
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94 | (4) |
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Helping Yourself Learn from the Test |
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98 | (1) |
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98 | (3) |
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101 | (1) |
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Dealing with an Aggrieved Student |
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102 | (1) |
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What Do You Do About the Student Who Missed the Test? |
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102 | (1) |
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103 | (2) |
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CHAPTER 9 Tests from the Students' Perspective |
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105 | (8) |
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Reducing Student Frustration and Aggression |
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106 | (1) |
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Helping Students Become Test-Wise |
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107 | (4) |
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Taking Multiple-Choice Tests |
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107 | (1) |
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108 | (1) |
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109 | (1) |
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Helping Students Learn from a Test |
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109 | (2) |
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111 | (2) |
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CHAPTER 10 What to Do About Cheating |
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113 | (10) |
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114 | (1) |
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115 | (1) |
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115 | (1) |
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116 | (2) |
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Preventing Plagiarism in the Internet Age |
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118 | (1) |
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119 | (2) |
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121 | (2) |
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CHAPTER 11 The ABC's of Assigning Grades |
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123 | (16) |
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Do Grades Provide Information Useful for Decision Making? |
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124 | (2) |
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126 | (2) |
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128 | (1) |
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128 | (2) |
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130 | (1) |
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Grading on the Curve (Norm-Referenced) vs. Grading Against a Preset Standard (Criterion-Referenced) |
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131 | (2) |
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What About the Student Who Wants a Grade Changed? |
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133 | (2) |
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Grades vs. Learning: Some Related Research |
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135 | (2) |
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137 | (2) |
| Part 3 Understanding Students |
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139 | (52) |
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CHAPTER 12 Motivation in the College Classroom |
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140 | (11) |
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By Barbara K. Hofer, Middlebury College |
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Motivational Theories: An Overview |
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141 | (6) |
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Autonomy and Self-Determination |
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141 | (1) |
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Intrinsic and Extrinsic Motivation |
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142 | (1) |
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143 | (1) |
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Mastery and Performance Goals |
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144 | (1) |
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145 | (1) |
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Social Goals and Social Motivation |
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146 | (1) |
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Putting Motivation Theory into Practice |
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147 | (2) |
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149 | (2) |
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CHAPTER 13 Teaching Culturally Diverse Students |
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151 | (21) |
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By Richard M. Suinn, Colorado State University |
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Culture and Communication |
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152 | (7) |
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152 | (3) |
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155 | (4) |
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159 | (8) |
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Cultural Differences in Motivation |
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159 | (1) |
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160 | (4) |
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164 | (1) |
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165 | (2) |
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Tailoring Your Teaching Methods |
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167 | (4) |
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167 | (1) |
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168 | (1) |
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Enhance Performance Measurement |
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168 | (1) |
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Choose Appropriate Nonverbal Behaviors |
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169 | (1) |
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169 | (2) |
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171 | (1) |
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CHAPTER 14 Dealing with Student Problems and Problem Students (There's Almost Always at Least One!) |
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172 | (19) |
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Intellectual/Academic Problems |
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173 | (5) |
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Aggressive, Challenging Students |
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173 | (1) |
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Students Who Want the Truth and Students Who Believe that Everything Is Relative |
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174 | (1) |
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Students Who Are Underprepared for the Course or Struggling |
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175 | (2) |
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Individualized Teaching and Mentoring |
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177 | (1) |
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Class Management Problems |
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178 | (11) |
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Attention Seekers and Students Who Dominate Discussions |
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179 | (1) |
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180 | (1) |
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Students Who Come to Class Unprepared |
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181 | (1) |
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The Flatterer, Disciple, Con Man (or Woman) |
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182 | (1) |
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183 | (1) |
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184 | (1) |
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184 | (2) |
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Discouraged, Ready-to-Give-Up Students |
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186 | (1) |
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Students with Emotional Reactions to Sensitive Topics |
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187 | (1) |
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Dealing with Psychological Problems |
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188 | (1) |
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188 | (1) |
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189 | (2) |
| Part 4 Adding to Your Repertoire of Skills and Strategies for Facilitating Active Learning |
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191 | (62) |
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CHAPTER 15 How to Enhance Learning by Using High-Stakes and Low-Stakes Writing |
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192 | (21) |
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By Peter Elbow and Mary Deane Sorcinelli, University of Massachusetts Amherst |
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A Little Theory: High Stakes and Low Stakes |
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192 | (1) |
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193 | (3) |
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193 | (1) |
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193 | (2) |
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Handling Low-Stakes Writing |
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195 | (1) |
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196 | (7) |
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197 | (1) |
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198 | (1) |
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Multiple Papers and Multiple Drafts |
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198 | (2) |
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200 | (1) |
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Responding to High-Stakes Papers |
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201 | (2) |
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Middle-Stakes Assignments: Think Pieces |
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203 | (1) |
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204 | (1) |
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About Correctness: Spelling and Grammar |
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205 | (1) |
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206 | (2) |
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207 | (1) |
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208 | (1) |
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Preventing-and Handling-Plagiarism |
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208 | (3) |
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211 | (2) |
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CHAPTER 16 Active Learning: Cooperative, Collaborative, and Peer Learning |
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213 | (8) |
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Peer Learning and Teaching |
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214 | (1) |
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215 | (1) |
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216 | (1) |
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Team Learning: Syndicate and Jigsaw |
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217 | (1) |
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Student Characteristics and Peer Learning |
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218 | (1) |
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Why Does Peer Learning Work? |
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218 | (1) |
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219 | (2) |
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CHAPTER 17 Problem-Based Learning: Teaching with Cases, Simulations, and Games |
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221 | (8) |
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221 | (1) |
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222 | (3) |
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224 | (1) |
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Tips for Teaching with Cases |
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224 | (1) |
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225 | (2) |
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227 | (2) |
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CHAPTER 18 Technology and Teaching |
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229 | (24) |
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By Erping Zhu and Matthew Kaplan, University of Michigan |
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How Will Technology Enhance Teaching and Learning? |
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230 | (1) |
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What Considerations Go into Teaching with Technology? |
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231 | (17) |
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232 | (2) |
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234 | (2) |
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236 | (2) |
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238 | (10) |
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What Are the Effects of Technology on Teaching? |
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248 | (3) |
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251 | (2) |
| Part 5 Skills for Use in Other Teaching Situations |
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253 | (46) |
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CHAPTER 19 Teaching Large Classes (You Can Still Get Active Learning!) |
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254 | (12) |
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Facilitating Active Learning |
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255 | (3) |
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Encouraging Student Writing in Large Classes |
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256 | (1) |
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Other Ways to Maintain Student Involvement |
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257 | (1) |
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258 | (1) |
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259 | (4) |
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Giving Tests in Large Classes |
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259 | (2) |
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Making Outside Reading Assignments |
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261 | (1) |
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Communicating with Large Classes |
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262 | (1) |
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Coordinating Multisection Courses |
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263 | (1) |
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Training and Supervising Teaching Assistants |
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264 | (1) |
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265 | (1) |
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CHAPTER 20 Laboratory Instruction: Ensuring an Active Learning Experience |
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266 | (12) |
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By Brian P. Coppola, University of Michigan |
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Styles of Laboratory Instruction |
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267 | (5) |
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268 | (1) |
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268 | (1) |
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269 | (1) |
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270 | (2) |
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Studio Instruction Brings Together the Arts and Sciences |
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272 | (1) |
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Turning Novice Researchers into Practicing Scientists |
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273 | (2) |
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Link to Cognitive Development |
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275 | (1) |
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276 | (1) |
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276 | (2) |
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CHAPTER 21 The Teacher's Role in Experiential Learning |
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278 | (10) |
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By Richard D. Mann, University of Michigan |
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History of Experiential Learning |
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279 | (1) |
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280 | (6) |
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280 | (1) |
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The Teacher as Facilitator |
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281 | (1) |
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282 | (1) |
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282 | (1) |
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The Teacher as Formal Authority: Options for Assessing Field Learning |
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283 | (2) |
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The Teacher as Socializing Agent |
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285 | (1) |
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286 | (1) |
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286 | (2) |
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CHAPTER 22 Teaching by Distance Education |
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288 | (11) |
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By Andrew Northedge, The Open University |
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Sketching Out the Shape of a Course |
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289 | (5) |
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Developing a Teaching Narrative |
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294 | (1) |
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Making the Course Manageable |
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295 | (1) |
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296 | (3) |
| Part 6 Teaching for Higher-Level Goals |
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299 | (44) |
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CHAPTER 23 Teaching Students How to Become More Strategic and Self-Regulated Learners |
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300 | (18) |
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By Claire Ellen Weinstein, University of Texas at Austin |
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What Are the Characteristics of Strategic Learners? |
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301 | (1) |
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The Importance of Goals and Self-Reflection |
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302 | (1) |
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Increasing Students' Self-Awareness |
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303 | (1) |
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Using Existing Knowledge to Help Learn New Things |
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304 | (1) |
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Teaching Domain-Specific and Course-Specific Strategies |
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305 | (4) |
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Methods for Checking Understanding |
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309 | (2) |
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Knowing How to Learn Is Not Enough-Students Must Also Want to Learn |
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311 | (1) |
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Putting It All Together-Executive Control Processes in Strategic Learning |
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312 | (2) |
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What Instructors Can Do to Help Their Students Succeed in Online Lessons and Courses |
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314 | (2) |
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316 | (2) |
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CHAPTER 24 Teaching Thinking |
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318 | (7) |
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By Jane S. Halonen, University of West Florida |
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Setting Goals for Thinking |
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320 | (2) |
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Improving Thinking Quality |
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322 | (1) |
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323 | (2) |
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CHAPTER 25 The Ethics of Teaching and the Teaching of Ethics |
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325 | (18) |
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Responsibilities to Students |
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328 | (7) |
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To Encourage the Free Pursuit of Learning |
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329 | (1) |
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To Demonstrate Respect for Students |
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330 | (1) |
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To Respect Confidentiality |
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331 | (1) |
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To Model the Best Scholarly and Ethical Standards |
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332 | (1) |
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To Foster Honest Academic Conduct and to Ensure Fair Evaluation |
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332 | (1) |
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To Avoid Exploitation, Harassment, or Discrimination |
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333 | (2) |
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335 | (4) |
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337 | (1) |
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338 | (1) |
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339 | (1) |
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340 | (3) |
| Part 7 Lifelong Learning for the Teacher |
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343 | (17) |
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CHAPTER 26 Vitality and Growth Throughout Your Teaching Career |
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344 | (16) |
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How Can You Develop Effective Skills and Strategies? |
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346 | (1) |
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Looking for New Ideas, New Methods, and Alternative Strategies for Handling Problems |
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347 | (1) |
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347 | (1) |
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347 | (1) |
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348 | (1) |
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How Can You Get and Use Feedback to Continue to Improve Your Teaching? |
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348 | (9) |
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Feedback from Student Performance |
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348 | (1) |
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349 | (1) |
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Feedback from Faculty Development Specialists |
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350 | (1) |
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351 | (2) |
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Keys to Improvement with Feedback from Students |
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353 | (2) |
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355 | (1) |
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Classroom Assessment and Research |
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356 | (1) |
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357 | (1) |
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357 | (3) |
| References |
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360 | (31) |
| Index |
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391 | |
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