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Teaching Tips (11th Ed)

W J Mckeachie

Teaching Tips (11th Ed)

W J Mckeachie

$129.99

Paperback
McKeachie's Teaching Tips provides helpful strategies for dealing with both the everyday problems of university teaching and those that arise in trying to maximize learning for every student. The book does not suggest a "set of recipes" to be followed mechanically; it gives instructors the tools they need to deal with the ever-changing dynamics of teaching and learning.

- Publisher Contents Note: Each chapter ends with "In Conclusion." A Special Preface for Teaching Assistants and Graduate Student Instructors I. Getting Started 1. Introduction The College or University Culture Research Versus Teaching? 2. Countdown for Course Preparation Time: Three Months Before the First Class Time: Two Months Before the First Class Time: One Month Before the First Class Time: Two Weeks Before the First Class Time: One Week Before the First Class 3. Meeting a Class for the First Time Breaking the Ice Problem Posting Introducing the Syllabus Introducing the Textbook Assessing Prior Knowledge Questions What About Subject Matter? II. Basic Skills for Facilitating Student Learning 4. Facilitating Discussion: Posing Problems, Listening, Questioning A Little Bit of Theory Problems in Teaching by Discussion Starting Discussion Barriers to Discussion What Can I Do About Nonparticipants? The Discussion Monopolizer How Can We Have a Discussion If the Students Haven't Read the Assignment? Handling Arguments and Emotional Reactions Teaching Students How to Learn Through Discussion Taking Minutes or Notes, Summarizing Online Discussions 5. How to Make Lectures More Effective Research on the Effectiveness of Lectures What Are Lectures Good For? A Little Bit of Theory 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? How to Get Students Actively Thinking in a Lecture Situation Distribution of Lecture and Discussion Time 6. Assessing, Testing, and Evaluating: Grading Is Not the Most Important Function Reducing Student Frustration and Aggression Planning Methods of Testing and Assessment When to Test Test Construction Helping Students Become Test-wise Administering the Test After the Test Other Methods of Assessing Learning 7. What to Do About Cheating How Do Students Cheat? Preventing Cheating Handling Cheating 8. The ABC's of Assigning Grades Do Grades Provide Information Useful for Decision Making? Contract Grading Competency-based Grading Assigning Grades Grading on the Curve: A Mild Reprise What About the Student Who Wants a Grade Changed? Relevant Research III. Understanding Students 9. Motivation in the College Classroom By Barbara Hofer, Middlebury College Motivation Theory Putting Motivation Theory into Practice 10. Valuing Student Differences By Nancy Van Note Chism, Indiana University--Purdue University, Indianapolis Feeling Welcome in the Classroom Being Treated as an Individual Full Participation in Learning Being Treated Fairly 11. Problem Students (There's Almost Always at Least One!) Angry, Aggressive, Challenging Students Attention Seekers and Students Who Dominate Discussions Inattentive Students Unprepared Students The Flatterer, Disciple, Con Man (or Woman) Discouraged, Ready-to-Give-Up Students Students Who Are Struggling Students with Excuses Students Who Want the TRUTH and Students Who Believe That Everything Is Relative Students with Emotional Reactions to Sensitive Topics 12. Counseling, Advising, and Educating Counseling E-Mail Advising and Program Planning Dealing with Psychological Problems Potential Suicides Individualized Teaching and Mentoring IV. Adding to Your Repertoire of Skills and Strategies for Facilitating Active Learning 13. Teaching Students to Learn Through Writing: Journals, Papers, and Reports A Little Theory Low-Stakes Writing The Student Log or Journal The Paper That Counts Toward a Grade Teaching Writing, Giving Feedback, and Correcting Papers What to Do When a Paper Is to Be Graded What About Deadlines and Students Who Miss Them? Portfolios 14. Reading as Active Learning Textbooks How Do You Get Students to Do the Assigned Reading? 15. Active Learning: Cooperative, Collaborative, and Peer Learning Peer Learning and Teaching Student-led Discussions Peer Tutoring The Learning Cell Team Learning: Syndicate and Jigsaw Student Characteristics and Peer Learning Why Does Peer Learning Work? 16. Problem-based Learning: Teaching with Cases, Simulations, and Games Problem-based Learning The Case Method Games and Simulations 17. Technology and Teaching By Erping Zhu and Matthew Kaplan, University of Michigan How Will Technology Enhance Teaching and Learning? Teaching with Technology What Are the Effects of Technology on Teaching? V. Skills for Use in Other Teaching Situations 18. Teaching Large Classes (You Can Still Get Active Learning!) Facilitating Active Learning Student Anonymity Giving Tests in Large Classes Outside Reading 19. Laboratory Instruction: Ensuring an Active Learning Experience By Brian Coppola, University of Michigan Laboratory Instruction Styles Turning Novice Researchers into Practicing Scientists Link to Cognitive Development What Research Says 20. Facilitating Experiential Learning: Service Learning, Fieldwork, and Collaborative Research Experimental Learning What Are the Goals of Experiential Learning? Are These Goals Achieved? How Can We Get Better Outcomes from Experiential Learning? 21. Using Project Methods, Independent Study, and One-on-One Teaching The Project Method Small-Group Independent Study Research on Variations in Amount of Classroom Time Time in Class Senior Projects One-on-One Teaching 22. Teaching by Distance Education By Andrew Northedge, The Open University Sketching Out the Shape of a Course Developing a Teaching Narrative Making the Course Manageable VI. Teaching for Higher-Level Goals 23. Teaching Students How to Learn By Claire Ellen Weinstein, University of Texas at Austin The Importance of Goals and Self-Reflection Increasing Students' Self-Awareness Using Existing Knowledge to 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 24. Teaching Thinking By Jane Halonen, James Madison University Setting Goals for Thinking Improving Thinking Quality 25. Teaching Values: Should We? Can We? Should We? Can We? What Values Should We Teach? How Can We Teach Values? The Teacher as a Person VII. Lifelong Learning for the Teacher 26. Ethics in College Teaching By Marilla Svinicki, University of Texas at Austin Responsibilities to Students Responsibilities to Colleagues, the Institution and the Discipline Making Ethical Choices 27. Vitality and Growth Throughout Your Teaching Career How Can You Develop Effective Skills and Strategies? Looking for New Ideas, New Methods, and Alternative Strategies for Handling Problems How Can You Get and Use Feedback to Continue to Improve Your Teaching? References Index

- Publisher

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About "Teaching Tips (11th Ed)"

McKeachie's Teaching Tips provides helpful strategies for dealing with both the everyday problems of university teaching and those that arise in trying to maximize learning for every student. The book does not suggest a "set of recipes" to be followed mechanically; it gives instructors the tools they need to deal with the ever-changing dynamics of teaching and learning.
- Publisher

Contents Note: Each chapter ends with "In Conclusion." A Special Preface for Teaching Assistants and Graduate Student Instructors I. Getting Started 1. Introduction The College or University Culture Research Versus Teaching? 2. Countdown for Course Preparation Time: Three Months Before the First Class Time: Two Months Before the First Class Time: One Month Before the First Class Time: Two Weeks Before the First Class Time: One Week Before the First Class 3. Meeting a Class for the First Time Breaking the Ice Problem Posting Introducing the Syllabus Introducing the Textbook Assessing Prior Knowledge Questions What About Subject Matter? II. Basic Skills for Facilitating Student Learning 4. Facilitating Discussion: Posing Problems, Listening, Questioning A Little Bit of Theory Problems in Teaching by Discussion Starting Discussion Barriers to Discussion What Can I Do About Nonparticipants? The Discussion Monopolizer How Can We Have a Discussion If the Students Haven't Read the Assignment? Handling Arguments and Emotional Reactions Teaching Students How to Learn Through Discussion Taking Minutes or Notes, Summarizing Online Discussions 5. How to Make Lectures More Effective Research on the Effectiveness of Lectures What Are Lectures Good For? A Little Bit of Theory 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? How to Get Students Actively Thinking in a Lecture Situation Distribution of Lecture and Discussion Time 6. Assessing, Testing, and Evaluating: Grading Is Not the Most Important Function Reducing Student Frustration and Aggression Planning Methods of Testing and Assessment When to Test Test Construction Helping Students Become Test-wise Administering the Test After the Test Other Methods of Assessing Learning 7. What to Do About Cheating How Do Students Cheat? Preventing Cheating Handling Cheating 8. The ABC's of Assigning Grades Do Grades Provide Information Useful for Decision Making? Contract Grading Competency-based Grading Assigning Grades Grading on the Curve: A Mild Reprise What About the Student Who Wants a Grade Changed? Relevant Research III. Understanding Students 9. Motivation in the College Classroom By Barbara Hofer, Middlebury College Motivation Theory Putting Motivation Theory into Practice 10. Valuing Student Differences By Nancy Van Note Chism, Indiana University--Purdue University, Indianapolis Feeling Welcome in the Classroom Being Treated as an Individual Full Participation in Learning Being Treated Fairly 11. Problem Students (There's Almost Always at Least One!) Angry, Aggressive, Challenging Students Attention Seekers and Students Who Dominate Discussions Inattentive Students Unprepared Students The Flatterer, Disciple, Con Man (or Woman) Discouraged, Ready-to-Give-Up Students Students Who Are Struggling Students with Excuses Students Who Want the TRUTH and Students Who Believe That Everything Is Relative Students with Emotional Reactions to Sensitive Topics 12. Counseling, Advising, and Educating Counseling E-Mail Advising and Program Planning Dealing with Psychological Problems Potential Suicides Individualized Teaching and Mentoring IV. Adding to Your Repertoire of Skills and Strategies for Facilitating Active Learning 13. Teaching Students to Learn Through Writing: Journals, Papers, and Reports A Little Theory Low-Stakes Writing The Student Log or Journal The Paper That Counts Toward a Grade Teaching Writing, Giving Feedback, and Correcting Papers What to Do When a Paper Is to Be Graded What About Deadlines and Students Who Miss Them? Portfolios 14. Reading as Active Learning Textbooks How Do You Get Students to Do the Assigned Reading? 15. Active Learning: Cooperative, Collaborative, and Peer Learning Peer Learning and Teaching Student-led Discussions Peer Tutoring The Learning Cell Team Learning: Syndicate and Jigsaw Student Characteristics and Peer Learning Why Does Peer Learning Work? 16. Problem-based Learning: Teaching with Cases, Simulations, and Games Problem-based Learning The Case Method Games and Simulations 17. Technology and Teaching By Erping Zhu and Matthew Kaplan, University of Michigan How Will Technology Enhance Teaching and Learning? Teaching with Technology What Are the Effects of Technology on Teaching? V. Skills for Use in Other Teaching Situations 18. Teaching Large Classes (You Can Still Get Active Learning!) Facilitating Active Learning Student Anonymity Giving Tests in Large Classes Outside Reading 19. Laboratory Instruction: Ensuring an Active Learning Experience By Brian Coppola, University of Michigan Laboratory Instruction Styles Turning Novice Researchers into Practicing Scientists Link to Cognitive Development What Research Says 20. Facilitating Experiential Learning: Service Learning, Fieldwork, and Collaborative Research Experimental Learning What Are the Goals of Experiential Learning? Are These Goals Achieved? How Can We Get Better Outcomes from Experiential Learning? 21. Using Project Methods, Independent Study, and One-on-One Teaching The Project Method Small-Group Independent Study Research on Variations in Amount of Classroom Time Time in Class Senior Projects One-on-One Teaching 22. Teaching by Distance Education By Andrew Northedge, The Open University Sketching Out the Shape of a Course Developing a Teaching Narrative Making the Course Manageable VI. Teaching for Higher-Level Goals 23. Teaching Students How to Learn By Claire Ellen Weinstein, University of Texas at Austin The Importance of Goals and Self-Reflection Increasing Students' Self-Awareness Using Existing Knowledge to 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 24. Teaching Thinking By Jane Halonen, James Madison University Setting Goals for Thinking Improving Thinking Quality 25. Teaching Values: Should We? Can We? Should We? Can We? What Values Should We Teach? How Can We Teach Values? The Teacher as a Person VII. Lifelong Learning for the Teacher 26. Ethics in College Teaching By Marilla Svinicki, University of Texas at Austin Responsibilities to Students Responsibilities to Colleagues, the Institution and the Discipline Making Ethical Choices 27. Vitality and Growth Throughout Your Teaching Career How Can You Develop Effective Skills and Strategies? Looking for New Ideas, New Methods, and Alternative Strategies for Handling Problems How Can You Get and Use Feedback to Continue to Improve Your Teaching? References Index
- Publisher

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Product Details

Product Details
  • Catalogue Code 203862
  • Product Code 0618116494
  • EAN 9780618116492
  • UPC 046442116497
  • Pages 371
  • Department Ministry
  • Category Education
  • Sub-Category General
  • Publisher Houghton Mifflin
  • Publication Date Nov 2001
  • Dimensions 203 x 136 x 14 mm
  • Weight 0.379kg

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