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Summary:

"This indispensable handbook provides helpful strategies for dealing with both the everyday challenges of university teaching and those that arise in efforts to maximize learning for every student. The suggested strategies are supported by research and adaptable to specific classroom situations. Rather than suggest a "set of recipes" to be followed mechanically, the book gives instructors the tools they need to deal with the ever-changing dynamics of teaching and learning."-- [From publisher description]

Table of Contents:

• pt. 1. Getting started. 1. Introduction : The college or university culture
• 2. Countdown for course preparation : Three months before the first class ; Two months before the first class ; One month before the first class ; Two weeks before the first class ; One week before the first class
• 3. Meeting a class for the first time : Setting the stage ; Breaking the ice ; Alleviating anxiety ; Building community ; Questions and reactions ; What about subject matter?
• pt. 2. Basic skills for facilitating student learning. 4. Reading as active learning : Textbooks or texts? ; Research on learning from reading ; How do you get the students to read the assigned readings in the first place?
• 5. Facilitating discussion : Tasks in teaching by discussion ; Helping students prepare for discussion ; Conducting a discussion: getting started ; Conducting the discussion: moving things along ; Conducting the discussion: common problems ; Conducting the discussion: teaching students to learn through discussion ; Conducting the discussion: minutes, summaries, and drawing to a close ; Student-led discussions ; Online discussions
• 6. How to make lectures more effective : Research on the effectiveness of lectures ; What are lectures good for? ; Planning lectures ; Preparing your lecture notes ; Organization of lectures ; How can lectures be improved? ; Teaching students how to be better listeners ; How do students process the content of a lecture? ; Should students take notes?
• 7. Assessing, testing, and evaluating: grading is not the most important function : Planning methods of assessment ; Methods of assessing learning
• 8. Testing: the details : When to test ; Constructing the test ; Tests from the student perspective ; Reducing student frustration and aggression ; Helping students become test-wise ; Administering the test ; Alternative testing models gaining favor ; What to do about cheating ; After the test
• 9. Good designs for written feedback for students : The formulation of written feedback comments ; Fostering feedback dialogues ; Making teacher feedback contingent on learners' needs ; Supplementing teacher feedback with peer feedback ; Activating and strengthening inner feedback
• 10. Assigning grades: what do they mean? : Do grades provide information useful for decision making? ; Can we trust grades? ; Assigning grades: on a "curve" or against a standard? ; Reducing student anxiety about grades ; What about the student who wants a grade changed? ; Grades vs. learning: some related research
• pt. 3. Understanding students. 11. Motivation in the college classroom : Motivational theories: an overview ; Putting motivation theory into practice
• 12. Teaching culturally diverse students : Culture and communication ; Motivation and stress ; Tailoring your teaching methods
• 13. Different students, different challenges : Intellectual/academic challenges ; Class management challenges ; Emotional challenges
• pt. 4. Adding to your repertoire of skills and strategies for facilitating active learning. 14. Active learning: group-based learning : The value of active learning itself ; The value of active learning in groups ; Why does peer learning work? ; Group learning: variations on the theme ; Issues in designing group work
• 15. Experiential learning: case-based, problem-based, and reality-based : The argument for experiential learning ; The essence of experiential learning ; Types of experiential learning representing levels of reality
• 16. Using high-stakes and low-stakes writing to enhance learning : A little theory: high stakes and low stakes ; Low-stakes writing ; High-stakes writing ; Middle-stakes assignments: think pieces ; Peer response ; About correctness: spelling and grammar ; Technology and writing ; About grading ; Preventing, and handling, plagiarism
• 17. Technology and teaching : How will technology enhance teaching and learning? ; Teaching with technology ; Teaching online or at a distance ; Handling the technology boom ; What is the impact of technology on teaching and learning?
• pt. 5. Skills for use in other teaching situations. 18. Teaching large classes (you can still get active learning!) : Blended learning as an alternative strategy ; Facilitating active learning ; Student anonymity ; Organization is the key ; Coordinating multisection courses ; Training and supervising teaching assistants

• 19. Laboratory instruction: ensuring an active learning experience : Styles of laboratory instruction ; Studio instruction brings together the arts and sciences ; Turning novice researchers into practicing scientists ; Wet, dry, and in silico ; What research says
• pt. 6. Teaching for higher-level goals. 20. Teaching students how to become more strategic and self-regulated learners : What are the characteristics of strategic learners? ; The importance of goals and self-reflection ; Increasing students' self-awareness ; Using existing knowledge to help learn new things ; Teaching domain-specific and course-specific strategies ; Methods for checking understanding ; Knowing how to learn is not enough, students must also want to learn ; Putting it all together: executive control processes in strategic learning ; What instructors can do to help their students succeed in online or blended instructional environments
• 21. Teaching thinking : What are we up against? ; Thinking pedagogy as a confused landscape ; Frameworks that support teaching thinking ; Improving thinking quality
• 22. The ethics of teaching : Responsibilities to students ; Making ethical choices
• pt. 7. Lifelong learning as a teacher. 23. Vitality and growth throughout your teaching career : How can you develop effective skills and strategies?

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Author/Creator:

Svinicki, Marilla D., 1946-

Contributors:

McKeachie, Wilbert James, 1921-

Languages:

English

Language Notes:

Item content: English

Main Work:

Teaching tips [by Svinicki, M.D.]

Related Works:

Teaching tips [by McKeachie, W.J.]

Subjects:

College teaching

First year teachers

Teaching

General Notes:

Rev. ed. of: McKeachie's teaching tips / Wilbert J. McKeachie. c2006.
Includes bibliographical references (p. 340-374) and index.

Physical Description:

xxiii, 392 pages ; 21 cm

Call Numbers:

LB2331 .M394 2014

ISBNs:

9781133936794
1133936792

OCLC Numbers:

881322347
826024889 [Invalid]