Teaching at Its Best: A Research-Based Resource for College Instructors
Lýsing:
The classic teaching toolbox, updated with new research and ideas Teaching at Its Best is the bestselling, research-based toolbox for college instructors at any level, in any higher education setting. Packed with practical guidance, proven techniques, and expert perspectives, this book helps instructors improve student learning both face-to-face and online. This new fourth edition features five new chapters on building critical thinking into course design, creating a welcoming classroom environment, helping students learn how to learn, giving and receiving feedback, and teaching in multiple modes, along with the latest research and new questions to facilitate faculty discussion.
Topics include new coverage of the flipped classroom, cutting-edge technologies, self-regulated learning, the mental processes involved in learning and memory, and more, in the accessible format and easy-to-understand style that has made this book a much-valued resource among college faculty. Good instructors are always looking for ways to improve student learning. With college classrooms becoming increasingly varied by age, ability, and experience, the need for fresh ideas and techniques has never been greater.
This book provides a wealth of research-backed practices that apply across the board. Teach students practical, real-world problem solving Interpret student ratings accurately Boost motivation and help students understand how they learn Explore alternative techniques, formats, activities, and exercises Given the ever-growing body of research on student learning, faculty now have many more choices of effective teaching strategies than they used to have, along with many more ways to achieve excellence in the classroom.
Annað
- Höfundur: Linda B. Nilson
- Útgáfa:4
- Útgáfudagur: 2016-06-22
- Engar takmarkanir á útprentun
- Engar takmarkanir afritun
- Format:ePub
- ISBN 13: 9781119107798
- Print ISBN: 9781119096320
- ISBN 10: 1119107792
Efnisyfirlit
- Title Page
- Copyright
- Series Page
- Dedication
- The Author
- Preface
- Part 1: Preparation for Teaching
- Chapter 1: Understanding Your Students and How They Learn
- Your Student Body Profile
- How People Learn
- How Structure Increases Learning
- The Cognitive Development of Undergraduates
- Encouraging Cognitive Growth
- Teaching Today's Young Students
- The Challenge
- Chapter 2: Outcomes-Centered Course Design
- Why Outcomes-Centered Course Design?
- Writing Outcomes
- Types of Outcomes
- Types of Cognitive Outcomes
- Sequencing Outcomes into a Learning Process
- Helpful Frameworks for Designing a Course
- Showing Students Their Learning Process
- Outcomes-Centered Course Development
- The Big Picture
- Chapter 3: Building Critical Thinking into a Course Design
- The Many Faces of Critical Thinking
- Common Ground
- Critical Thinking Outcomes for Your Students
- Giving Students Practice in Critical Thinking
- The Goal: Critical Thinking in Everyday Life
- Chapter 4: Deciding What Technology to Use
- Choosing Technologies Intelligently
- How Faculty and Students View Technology
- Lecture-Related Software
- The Learning Management System
- The Flipped Classroom
- Social Media
- Mobile Learning in Class
- Laptops in Class
- Web Resources
- Miscellaneous Technologies
- The Future of Educational Technology
- Chapter 5: The Complete Syllabus
- How Long? How Extensive?
- The Case for Trimming the Syllabus
- Essential Syllabus Items
- The Graphic Syllabus
- The Online “Living Syllabus”
- Ensuring Your Students Read Your Syllabus
- Adding a Creative Element
- Chapter 6: Copyright Guidelines for Instructors
- Where Copyright Does and Does Not Apply
- Common Copyright Misconceptions
- Free Use: Fair Use, Facts, and Public Domain
- Printed Text
- Images
- In-Class Performances
- Recording Broadcast Programming
- Online Materials
- Obtaining Permission or a License
- How Copyright Violations Are Actually Handled
- For Further and Future Reference
- Chapter 1: Understanding Your Students and How They Learn
- Chapter 7: Creating a Welcoming Classroom Environment for All Your Students
- Planning a Welcoming Classroom
- A Welcoming First Day of Class
- Learning Students' Names
- The Inclusive, Equitable Classroom
- Maintaining a Welcoming Environment
- Chapter 8: Enhancing Student Motivation
- Intrinsic and Extrinsic Motivation
- Students' Perceptions of Motivators in Their Courses
- Students' Values about College and Their Impact on Motivation
- Credible Theories of Motivation
- Fifty-Five Strategies for Motivating Students
- No Magic Bullets
- Chapter 9: Preventing and Responding to Classroom Incivility
- What Is Incivility?
- Why Do Students Behave This Way?
- Preventing Incivility: Your Classroom Persona
- Responding Wisely to Incivility
- Seeking Assistance
- Chapter 10: Preserving Academic Integrity
- How Prevalent Is Cheating?
- Who Cheats and Why?
- Detecting Cheating
- Forty-Two Ways to Prevent Cheating
- Honor Codes
- Changing Student Values
- Chapter 11: Matching Teaching Methods with Learning Outcomes
- Types of Tools
- A Tool for Organizing Your Course
- Has Our Knowledge Changed Our Teaching?
- Chapter 12: Lecturing for Student Learning
- When and How Much to Lecture
- Making the Lecture Homework
- Preparing an Effective Lecture
- Delivering an Effective Lecture
- Incorporating Student-Active Breaks: The Interactive Lecture
- Inducing and Teaching Students to Take Good Notes
- Making the Lecture Effective
- Chapter 13: Leading Effective Discussions
- When to Choose Discussion
- Setting the Stage for Discussion at the Start of Your Course
- Policies to Encourage Participation
- Skillful Discussion Management
- Questioning Techniques
- Organizing Discussion Questions
- Turning the Tables
- Chapter 14: Coordinating Experiential Learning
- Student Presentation Formats
- Role Playing
- Simulations and Games
- Service-Learning and Civic Engagement: The Real Thing
- Maximizing the Value of Experiential Learning
- Chapter 15: Managing Productive Groups
- A Group by Any Other Name …
- The Case for Group Learning
- Cautions about Group Learning
- Managing and Troubleshooting In-Class Ad Hoc Groups
- Setting Up, Managing, and Troubleshooting Formal, Project-Based Groups
- Team-Based Learning
- Preparing Students for Life
- Chapter 16: Inquiry-Guided Learning
- Definitions of Inquiry-Guided Learning
- The Effectiveness of Inquiry-Guided Learning
- The Need for Student Guidance
- Objects of Inquiry
- Modes of Inquiry
- Variations of Inquiry-Based Learning
- Upcoming Inquiry-Guided Methods
- Chapter 17: The Case Method
- The Effectiveness of the Case Method
- The Subject Matter and Websites for Cases
- What Makes a Good Case, and How to Write Your Own
- Types of Cases
- Debriefing Cases
- A Postscript for Pioneers
- Chapter 18: Problem-Based Learning
- How PBL Works
- Good PBL Problems and Where to Find Them
- PBL's Effectiveness
- What Students Think
- Creating Your Own PBL Problems
- Chapter 19: Problem Solving in the STEM Fields
- Where STEM Education Falls Short
- Improving Student Learning in STEM Courses: General Advice
- Improving Student Learning in STEM Courses: Specific Strategies
- Getting Real in the Lab
- Online Resources for STEM Education
- Why STEM Education Is So Important
- Chapter 20: Helping Students Learn How They Learn
- Learning as an “Inside Job”
- The Learner's Questions
- The Evidence for Self-Regulated Learning
- Activities and Assignments for Every Occasion
- Self-Regulated and Self-Directed Learning
- Sources for Teaching Your Students How to Learn
- Chapter 21: Ensuring Students Prepare for Class
- Why Students Don't Prepare
- How We Can Equip and Induce Students to Come Prepared
- Specific Tools for Holding Students Accountable
- Managing Your Workload
- Chapter 22: Teaching in Multiple Modes
- Kolb's Learning Cycle
- Felder and Silverman's Learning Styles Model
- Multimodal Learning
- Combining Modes
- Chapter 23: Making the Most of the Visual Mode
- How Visuals Enhance Learning
- Types of Visuals for Learning
- The Future of Visuals in Learning
- Chapter 24: Improving Student Performance with Feedback
- Why Feedback Fails
- Student Peer Feedback
- Self-Assessment
- Student Portfolios
- Instructor Feedback: Helping Students Improve with It
- Classroom Assessment Techniques
- During-the-Term Student Feedback
- The Power of Feedback
- Chapter 25: Preparing Students for Exams
- Test Preparation Measures
- Measures to Ensure Students Understand Our Language
- Anxiety-Reduction Measures
- What the Effort Is Worth
- Chapter 26: Constructing Student Assessments for Grading
- General Testing Guidelines
- Objective Test Items
- Constructed-Response Test Items and Assignments
- Student Assessments as Teaching Assessments
- Chapter 27: Grading Student Assessments
- Grading Systems
- Grading Constructed Responses
- Grading Lab Reports
- How to Grade and Teach Mechanics at the Same Time
- Specifications (Specs) Grading
- Returning Students' Work
- The Real Purpose of Grades
- Chapter 28: Defining and Documenting Teaching Effectiveness
- What Is Teaching Effectiveness?
- What Student Ratings Do and Do Not Measure
- How to Improve Your Student Ratings
- A Comprehensive Faculty Evaluation System
- Complex beyond Measure
- Just for Students
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- Gerð : 208
- Höfundur : 11458
- Útgáfuár : 2016
- Leyfi : 379