McKeachie's teaching tips : strategies, research, and theory for college and university teachers / Marilla D. Svinicki and Wilbert J. McKeachie ; with chapters by David Nicol [and others]
Book | 2014 | Fourteenth edition.
Available at Gateway-Kenosha Campus General Collection (LB 2331 M3.94 2014)
xxiii, 392 pages ; 21 cm
Text in English.
Revised edition of: McKeachie's teaching tips / Wilbert J. McKeachie. c2006.
Includes bibliographical references (pages 340-374) and index.
Part 1: Getting Started
The College or University Culture -- In Conclusion
Ch.2 Countdown for Course Preparation
Time: Three Months Before the First Class -- Identify the Student Learning Goals, or Outcomes What Goals? -- Order Textbooks, Lab Supplies, or Other Resources Students May Need -- Time: Two Months Before the First Class -- Create a Syllabus for the Course -- Time: One Month Before the First Class -- Begin Preparing Class Session Plans -- Choose Appropriate Teaching Methods -- Select Appropriate Technology -- Time: Two Weeks Before the First Class -- Check Resources -- Start a Portfolio or Teaching Journal -- Time: One Week Before the First Class -- Supplementary Reading
Ch.3 Meeting a Class for the First Time
Setting the Stage -- Breaking the Ice -- Alleviating Anxiety -- The Syllabus and Course Structure -- Testing, Grading, and Fairness -- Strategies for Succeeding -- Building Community -- Reciprocal Interviewing -- Question Posting -- Prioritizing Class Goals -- Assessing Prior Knowledge -- Questions and Reactions -- What about Subject Matter? -- Supplementary Reading
Part 2: Basic Skills for Facilitating Student Learning
Ch.4 Reading as Active Learning
Textbooks or Texts? -- Research on Learning from Reading -- A Sample Reading Strategy Students Can Use -- How Do You Get the Students to Read the Assigned Readings in the First Place? -- Build Links to the Course as a Whole Frequently -- Use the Readings in Class Exercises -- Build Reading Assessment into the Grading Structure --- The Bottom Line -- Supplementary Reading
Ch.5 Facilitating Discussion
Tasks in Teaching by Discussion -- Helping Students Prepare for Discussion -- Conducting a Discussion: Getting Started -- Starting Discussion with a Common Experience -- Starting Discussion with a Controversy -- Starting Discussions with Questions -- Starting Discussion with a Problem or Case -- Conducting the Discussion: Moving Things Along -- Listening, Responding, and Modeling Discussion Behavior -- Conducting the Discussion: Common Problems -- Students' Reluctance to Participate -- Involving Nonparticipants -- What about a Student Who Monopolizes? -- What if the Student Haven't Read the Material? -- Handling Conflicts and Arguments -- Conducting the Discussion: Teaching Students to Learn Through Discussion -- Conducting the Discussion: Minutes, Summaries, and Drawing to a Close -- Student-Led Discussions -- Online Discussions -- In Conclusion -- Supplementary Reading
Ch.7 Assessing, Testing, and Evaluating: Grading Is Not the Most Important Function
Planning Methods of Assessment -- Institutional Purposes for Your Course Assessments -- Methods of Assessing Learning -- Tests: In and Out of Class -- Performance Assessment (Authentic Assessment) -- Graphic Representations of Concepts -- Journals, Research Papers, and Annotated Bibliographies -- Portfolios -- Peer Assessment -- Embedded Assessment -- Classroom Assessment -- In Conclusion -- Supplementary Reading
Ch.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 -- The Introduction -- The Body of the Lecture -- How Can Lectures Be Improved? -- Attention -- What Can Be Done to Maintain Attention? -- Teaching Students How to Be Better Listeners -- How Do Students Process the COntent of a Lecture? -- Should Students Take Notes? -- In Conclusion -- Supplementary Reading
Ch.8 Testing: The Details
Ch.9 Good Designs for Written Feedback for Students
The Formulation of Written Feedback Comments -- Understandable, Selective, and Specific -- Timely -- Nonjudgmental and Balanced -- Contextualized -- Forward-Looking and Transferable -- Fostering Feedback Dialogues -- Making Teacher Feedback Contingent on Learners' Needs -- Supplementing Teacher Feedback with Peer Feedback -- Collaborative Assignment Production -- Peer Commenting on Assignments -- Learning Through Peer Collaboration and Review -- Activating and Strengthening Inner Feedback -- Harnessing Inner Feedback: More Frequent Tasks -- Having Students Reflect on Teacher-Provided Comments -- Strengthening Self-Assessment -- In Conclusion -- Supplementary Reading
Part 3: Understanding Students
Ch.11 Motivation in the College Classroom
Motivational Theories: An Overview -- Autonomy and Self-Determination -- Intrinsic and Extrinsic Motivation -- Expectancy-Value Theory -- Mastery and Performance Goals -- Social Motivation and Other Goals -- Attribution Theory -- The Motivational Power of Beliefs about Intelligence -- Putting Motivation Theory into Practice -- Supplementary Reading
When to Test -- Constructing the Test -- Choosing the Type of Question -- How Many Questions Should You Use? -- Tests from the Student Perspective -- Reducing Student Frustration and Aggression -- Helping Students Become Test-Wise -- Taking Multiple-Choice Tests -- Taking Essay Tests -- Why Teach Test Taking? -- Administering the Test -- Alternative Testing Models Gaining Favor -- Group or Team-Based Testing -- Online Testing -- What do Do about Cheating? -- Why Do Students Cheat? -- How Do Students Cheat? -- Preventing Cheating -- Handling Cheating -- After the Test -- Grading Objective Tests -- Grading Essay Questions -- Helping Yourself Learn from the Test -- Returning Test Papers -- Helping Students Learn from a Test -- Dealing with an Aggrieved Student -- What Do You Do about the Student -- Who Missed the Test? -- In Conclusion -- Supplementary Reading
Ch.12 Teaching Culturally Diverse Students
Culture and Communication -- Nonverbal Communication -- Verbal Communication -- Motivation and Stress -- Cultural Differences in Motivation -- Cultural Stressors -- Increasing Motivation -- Dealing with Stressors -- Tailoring Your Teaching Methods -- Offer Multiple Ways for Students to Learn -- Be Concrete -- Enhance Performance Measurement -- Choose Appropriate Nonverbal Behaviors -- Be Accessible -- In Conclusion -- Suggested Readings -- Appendix
Ch.13 Different Students, Different Challenges
Intellectual/Academic Challenges -- Argumentative Students -- Students Who Are at Different Stages of Cognitive Development -- Students Who Are Underprepared for the Course or Struggling -- Class Management Challenges -- Attention Seekers and Students Who Dominate Discussions -- Inattentive Students -- Students Who Come to Class Unprepared -- Students Who Are Uncivil -- Emotional Challenges -- Angry Students -- Discouraged, Ready-to-Give-Up Students -- Students with Emotional Reactions to Sensitive Topics -- Dealing with Psychological Problems -- Potential Suicides -- In Conlusion -- Supplementary Reading
Part 4: Adding to Your Repertoire of Skills and Strategies for Facilitating Active Learning
Ch.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 -- Peer Tutoring -- The Learning Pair: From Learning Cells to Think-Pair-Share -- Team Learning: Syndicate and Jigsaw -- Online Groups: Synchronous and Asynchronous -- Team-Based Learning -- Learning Communities -- Issues in Designing Group Work -- In Conclusion -- Supplementary Reading
Ch.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 -- The Case Method -- Problem-Based Learning -- Games, Simulations, and Role-Playing -- Field Experience -- In Conclusion -- Supplementary Reading
Ch.16 Using High-Stake and Low-Stakes Writing to Enhance Learning
A Little Theory: High Stakes and Low Stakes -- High-Stakes Assignments -- Low-States Writing -- Low-Stakes Writing -- Kinds -- Occasions -- Handling Low-Stakes Writing -- High-Stakes Writing -- Topics and Assignments -- Criteria for Evaluation -- Multiple Papers and Multiple Drafts -- Worst-Case Scenario -- Responding to High-Stakes Papers -- Middle-Stakes Assignments: Think Pieces -- Peer Responses -- About Correctness: Spelling and Grammar -- Technology and Writing -- The Process of Writing -- Revising -- The Dialogic, Collaborative Dimension of Writing -- The Teacher's Role with Technology -- About Grading -- Portfolios -- Contract Grading -- Preventing - and Handling - Plagiarism -- In Conclusion -- Supplementary Reading
Ch.17 Technology and Teaching
How Will Technology Enhance Teaching and Learning?
Teaching with Technology -- Content -- The Instructor -- Students -- Technology Tools -- Teaching Online or at a Distance -- Handling the Technology Boom -- What Is the Impact of Technology on Teaching and Learning? -- In Conclusion -- Supplementary Reading
Part 5: Skills for Use in Other Teaching Situations
Ch.18 Teaching Large Classes (You Can Still Get Active Learning!)
Blended Learning as an Alternative Strategy -- Facilitating Active Learning -- Encouraging Student Writing in Large Classes -- Student Anonymity -- Organization Is the Key -- Giving Tests in Large Classes -- Communicating with Large Classes -- Coordinating Multisection Courses -- Training and Supervising Teaching Assistants -- In Conclusion -- Supplementary Reading
Ch.19 Laboratory Instruction: Ensuring an Active Learning Experience
Styles of Laboratory Instruction -- Expository Instruction -- Inquiry Instruction -- Discovery Instruction -- Problem-Based Learning -- Studio Instruction Brings Together the Arts and Sciences -- Turning Novice Researchers into Practicing Scientists -- Wet, Dry, and in Silico -- In Conclusion -- Supplementary Reading
Ch.10 Assigning Grades: What Do They Mean?
Do Grades Provide Information Useful for Decision Making? -- Can We Trust Grades? -- Validity of the Measurement -- Reliability of the Scores -- 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 -- In Conclusion -- Supplementary Reading
Part 6: Teaching for Higher-Level Goals
Ch.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-Sepcific 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 -- In Conclusion -- Supplementary Reading
Ch.21 Teaching Thinking
What Are We up Against? -- Thinking Pedagogy as a Confused Landscape -- Frameworks That Support Teaching Thinking -- How Do Thinking Skills Vary in Complexity? -- How Do Thinking Characteristics Change Over Time in College? -- How Does Motivation Influence Thinking Success? -- How Does Intelligence Influence Thinking Capacity? -- How Does Learning Style Influence Thinking Development? -- What Role Does Emotion Play in Thinking Success? -- How Does Content Complexity Influence Thinking Success? -- Improving Thinking Quality -- In Conclusion -- Supplementary Reading
Ch.22 The Ethics of Teaching
Responsibilities to Students -- To Encourage the Free Pursuit of Learning -- To Demonstrate Respect for Students -- To Respect Confidentiality -- To Model the Best Scholarly and Ethical Standards -- To Foster Honest Academic Conduct and to Ensure Fair Evalution -- To Avoid Exploitation, Harassment, or Discrimination -- Making Ethical Choices -- In Conclusion -- Supplementary Reading
Part 7: Lifelong Learning as a Teacher
Ch.23 Vitality and Growth Throughout Your Teaching Career
How Can You Develop Effective Skills and Strategies? -- Looking for New Ideas, Methods, and Strategies -- How Can You Get Feedback to Help You Continue to Improve? -- Keys to Improvement with Feedback from Students -- In Conclusion -- Supplementary Reading
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.
97.00 PRF (99-PRF-9)
McKeachie, Wilbert James, 1921- author.
Nicol, David, contributor.
McKeachie, Wilbert James, 1921- Teaching tips.
Strategies, research, and theory for college and university teachers