Teaching at Its Best: A Research-Based Resource for College Instructors (Google eBook)

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John Wiley & Sons, Apr 20, 2010 - Education - 400 pages
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This expanded and updated edition of the best-selling handbook is an essential toolbox, full of hundreds of practical teaching techniques, classroom activities and exercises, for the new or experienced college instructor. This new edition includes updated information on the Millennial student, more research from cognitive psychology, a focus on outcomes maps, the latest legal options on copyright issues, and more. It will also include entirely new chapters on matching teaching methods with learning outcomes, inquiry-guide learning, and using visuals to teach, as well as section on the Socratic method, SCALE-UP classrooms, and more.
  

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Review: Teaching at Its Best: A Research-Based Resource for College Instructors (JB - Anker Series)

User Review  - Julie - Goodreads

Quickly becoming one of my favorite general sources on a wide variety of teaching issues. Best thing about Nilson is that she relies on research for all of her recommendations. And, not surprisingly ... Read full review

Contents

‚ YOUR UNDERGRADUATE STUDENT BODY PROFILE
‚ HOW PEOPLE LEARN
‚ HOW STRUCTURE INCREASES LEARNING
‚ THE COGNITIVE DEVELOPMENT OF UNDERGRADUATES
‚ ENCOURAGING COGNITIVE GROWTH
‚ TEACHING THE MILLENNIAL GENERATION
‚ THE ADULT LEARNER
‚ INCLUSIVE INSTRUCTING
‚ THE APPROPRIATE SUBJECT MATTER
‚ WHAT MAKES A GOOD CASE
‚ TYPES OF CASES
‚ DEBRIEFING CASES
‚ A POSTSCRIPT FOR PIONEERS
‚ HOW PBL WORKS
‚ GOOD PBL PROBLEMS AND WHERE TO FIND THEM
‚ THE EFFECTIVENESS OF PBL

‚ THE CHALLENGE
‚ WHY OUTCOMESCENTERED COURSE DESIGN?
‚ WRITING OUTCOMES
‚ TYPES OF LEARNING OUTCOMES
‚ TYPES OF COGNITIVE OUTCOMES
‚ DESIGNING THE LEARNING PROCESS
‚ HELPFUL FRAMEWORKS FOR DESIGNING A COURSE
‚ SHOWING STUDENTS THEIR LEARNING PROCESS
‚ OUTCOMESCENTERED COURSE DEVELOPMENT
‚ APPROPRIATE SYLLABUS ITEMS
‚ THE GRAPHIC SYLLABUS
‚ THE ONLINE ‚ LIVING SYLLABUS‚
‚ GETTING STUDENTS TO READ YOUR SYLLABUS
‚ THE EVOLVING SYLLABUS
‚ BEFORE THE FIRST CLASS
‚ FIRST IMPRESSIONS
‚ EXCHANGING INFORMATION
GETTING TO KNOW YOU
‚ SUBJECT MATTER ICEBREAKERS
‚ DRAWING CLASS TO A CLOSE
‚ WHAT WE KNOW ABOUT MOTIVATION IN LEARNING
‚ CREDIBLE THEORIES OF MOTIVATION
‚ STRATEGIES FOR MOTIVATING STUDENTS
‚ EQUITY IN THE CLASSROOM
‚ WHERE COPYRIGHT DOES AND DOES NOT APPLY
‚ COMMON COPYRIGHT MISCONCEPTIONS
‚ PRINTED TEXT
‚ VISUAL MATERIALS
‚ INCLASS PERFORMANCES
‚ RECORDING BROADCAST PROGRAMMING
‚ ONLINEELECTRONIC MATERIALS AND DISTANCE LEARNING
‚ OBTAINING PERMISSION OR A LICENSE
‚ HOW COPYRIGHT VIOLATIONS ARE ACTUALLY HANDLED
‚ FOR FURTHER AND FUTURE REFERENCE
‚ WHAT IS INCIVILITY?
‚ WHY THE INCREASE?
YOUR CLASSROOM PERSONA
‚ RESPONDING TO INCIVILITY
‚ SEEKING ASSISTANCE
‚ HOW PREVALENT IS CHEATING?
‚ WHO CHEATS AND WHY?
‚ DETECTING CHEATING
‚ PREVENTING CHEATING
‚ HONOR CODES
‚ CHANGING STUDENT VALUES
‚ GETTING STUDENTS TO SEE YOU
‚ MAKING THE TIME PRODUCTIVE
‚ STUDENTACTIVE TUTORING
‚ STUDENTS IN ACADEMIC OR EMOTIONAL TROUBLE
COURSE REVIEW AND ROLE SPECIFICATIONS
REGULAR MEETINGS AND TEACHING FEEDBACK
‚ EXTENDING MANAGING TO MENTORING
‚ TYPES OF TOOLS
‚ DANGEROUS KNOWLEDGE?
TO LECTURE OR NOT TO LECTURE?
‚ PREPARING AN EFFECTIVE LECTURE
‚ DELIVERING AN EFFECTIVE LECTURE
THE INTERACTIVE LECTURE
‚ TEACHING STUDENTS TO TAKE GOOD NOTES
‚ MAKING THE LECTURE EFFECTIVE FOR EVERYONE
‚ WHEN TO CHOOSE DISCUSSION
‚ HOW TO SET THE STAGE FOR DISCUSSION
‚ HOW TO MAXIMIZE PARTICIPATION THROUGH SKILLFUL DISCUSSION MANAGEMENT
‚ QUESTIONING AS A PROCESS OF INQUIRY
‚ TYPOLOGIES OF GOOD DISCUSSION QUESTIONS
‚ POOR QUESTIONS FOR DISCUSSION PURPOSES
‚ TURNING THE TABLES
‚ STUDENT PRESENTATION FORMATS
‚ ROLE PLAYING
‚ SIMULATIONS AND GAMES
THE REAL THING
‚ A GROUP BY ANY OTHER NAME
‚ THE CASE FOR GROUP WORK
‚ CHANGING METHODS CHANGING ROLES
‚ THE SETUP AND MANAGEMENT OF STUDENT GROUPS
‚ MANAGEMENT TIPS
‚ TRIEDANDTRUE GROUP LEARNING STRATEGIES
‚ PREPARING STUDENTS FOR LIFE
‚ FREEWRITES
‚ THE ONEMINUTE PAPER
‚ JOURNALS
‚ ONESENTENCE SUMMARIES
‚ DIALECTICAL NOTES
‚ DIRECTED PARAPHRASING
‚ LETTERS MEMOS NOTES AND ELECTRONIC POSTS
‚ DRAFTS FOR PEER FEEDBACK
‚ MULTIPLE PURPOSES
‚ DEFINITIONS OF INQUIRYGUIDED LEARNING
‚ THE EFFECTIVENESS OF INQUIRYGUIDED LEARNING
‚ OBJECTS AND MODES OF INQUIRY
‚ VARIATIONS OF INQUIRYBASED LEARNING
‚ THE EFFECTIVENESS OF THE CASE METHOD
‚ WHAT STUDENTS THINK
‚ KUDOS FOR CREATIVITY
‚ UNDERSTANDING STUDENTS‚ PROBLEMS WITH PROBLEMS
‚ MODELING EXPERT REASONING
‚ TEACHING THE STEPS OF PROBLEM SOLVING
‚ TUTORING STUDENTS OUT OF BAD HABITS
‚ MAKING PROBLEMS MORE REAL AND CHALLENGING
‚ ACCOMMODATING NEW METHODS TO TRADITIONAL SETTINGS
‚ WHERE SCIENCE EDUCATION FALLS SHORT
GENERAL ADVICE
‚ HOW THE LECTURE CAN BE MADE INTO A MEANINGFUL LEARNING EXPERIENCE
‚ HOW THE LAB CAN BE MADE INTO A MEANINGFUL LEARNING EXPERIENCE
‚ THE ESSENTIALS OF LAB SAFETY AND MANAGEMENT
‚ WHY SCIENCE EDUCATION IS SO IMPORTANT
‚ WHY STUDENTS DON‚ T DO THE READINGS
‚ HOW WE CAN EQUIP AND INDUCE STUDENTS TO DO THE READINGS
‚ SPECIFIC TOOLS FOR HOLDING STUDENTS ACCOUNTABLE
‚ MANAGING YOUR WORKLOAD
‚ CROSSDISCIPLINARY COMMONALITIES
‚ TEACHING CRITICAL THINKING THROUGH THE DISCIPLINE‚ S METACOGNITIVE MODEL
‚ METACOGNITIVE DIFFERENCES AMONG DISCIPLINES
‚ MAKING STUDENTS BETTER THINKERS AND WRITERS
‚ TEACHING STUDENTS TO WRITE FOR THEIR FUTURES
‚ THE MANY WORLDS OF WRITING
‚ KOLB‚ S LEARNING STYLES MODEL AND EXPERIENTIAL LEARNING THEORY
‚ FLEMING AND MILLS‚ S SENSORYBASED LEARNING STYLE TYPOLOGY
‚ FELDER AND SILVERMAN‚ S INDEX OF LEARNING STYLES
‚ PARALLELS ACROSS LEARNING STYLE MODELS
MOST EFFECTIVE FOR ALL
‚ WAYS THAT VISUALS ENHANCE LEARNING
‚ TYPES OF VISUALS FOR LEARNING
‚ THE FUTURE OF VISUALS IN TEACHING AND LEARNING
‚ RELIABLE LOWTECH TOOLS FOR THE CLASSROOM
‚ THE CHOICE OF HIGHTECH ALTERNATIVES
‚ LEARNING MANAGEMENT SYSTEMS
‚ LECTURERELATED SOFTWARE
‚ WEB RESOURCES
‚ LAPTOPS IN THE WIRELESS CLASSROOM
‚ WEB 20 TOOLS
‚ LOOKING AHEAD
‚ CLASSROOM ASSESSMENT TECHNIQUES
‚ FORMATIVE FEEDBACK
‚ STUDENT PORTFOLIOS
‚ EXTENDING CLASSROOM ASSESSMENT TO CLASSROOM RESEARCH AND THE SCHOLARSHIP OF TEACHING AND LEARNING
‚ GENERAL TESTING GUIDELINES
‚ OBJECTIVE TEST ITEMS
ESSAY QUESTIONS AND WRITING ASSIGNMENTS
THE ULTIMATE TEACHING EVALUATIONS
‚ TEST PREPARATION MEASURES
‚ ANXIETYREDUCTION MEASURES
‚ WHAT THE EFFORT IS WORTH
‚ THE MEANING OF GRADES
‚ SUMMATIVE ASSESSMENTS AND GRADING SYSTEMS
‚ THE QUALITIES OF A SOUND GRADING SYSTEM
‚ GRADING CONSTRUCTED RESPONSES AND PAPERS
‚ GRADING LAB REPORTS
‚ HOW TO GRADE MECHANICS QUICKLY WHILE ENSURING STUDENTS LEARN THEM
‚ OUTCOMEBASED GRADING
‚ RETURNING STUDENTS‚ WORK
‚ HELPING STUDENTS USE YOUR FEEDBACK TO IMPROVE
‚ THE REAL MEANING AND LIMITS OF GRADES
‚ DEFINING AND MEASURING TEACHING EFFECTIVENESS
‚ STUDENT EVALUATIONS
‚ PEER ADMINISTRATIVE AND SELFEVALUATIONS
‚ DOCUMENTING YOUR EFFECTIVENESS
‚ COMPREHENSIVE APPROACHES TO FACULTY EVALUATION
‚ COMPLEX BEYOND MEASURE
For Faculty Students and Staff
Just for Students
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About the author (2010)

The Author

Linda B. Nilson is the founding director of the Office of Teaching Effectiveness and Innovation at Clemson University. She is the author of The Graphic Syllabus and the Outcomes Map: Communicating Your Course from Jossey-Bass.

Bibliographic information