Authors: Linda B. Nilson
ISBN-13: 9780470401040, ISBN-10: 0470401044
Format: Paperback
Publisher: Wiley, John & Sons, Incorporated
Date Published: May 2010
Edition: 3rd Edition
Teaching at Its Best
This third edition of the best-selling handbook offers faculty at all levels an essential toolbox of hundreds of practical teaching techniques, formats, classroom activities, and exercises, all of which can be implemented immediately. This thoroughly revised edition includes the newest portrait of the Millennial student; current research from cognitive psychology; a focus on outcomes maps; the latest legal options on copyright issues; and how to best use new technology including wikis, blogs, podcasts, vodcasts, and clickers. Entirely new chapters include subjects such as matching teaching methods with learning outcomes, inquiry-guided learning, and using visuals to teach, and new sections address Felder and Silverman's Index of Learning Styles, SCALE-UP classrooms, multiple true-false test items, and much more.
Praise for the Third Edition of Teaching at Its BestEveryoneveterans as well as noviceswill profit from reading Teaching at Its Best, for it provides both theory and practical suggestions for handling all of the problems one encounters in teaching classes varying in size, ability, and motivation."Wilbert McKeachie, Department of Psychology, University of Michigan, and coauthor, McKeachie's Teaching TipsThis new edition of Dr. Nilson's book, with its completely updated material and several new topics, is an even more powerful collection of ideas and tools than the last. What a great resource, especially for beginning teachers but also for us veterans!"L. Dee Fink, author, Creating Significant Learning ExperiencesThis third edition of Teaching at Its Best is successful at weaving the latest research on teaching and learning into what was already a thorough exploration of each topic. New information on how we learn, how students develop, and innovations in instructional strategies complement the solid foundation established in the first two editions."Marilla D. Svinicki, Department of Psychology, The University of Texas, Austin, and coauthor, McKeachie's Teaching Tips
The Author
Preface
Part One Laying The Groundwork For Student Learning 1
1 Understanding Your Students and How They Learn 3
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 Challenge
2 Outcomes-Centered Course Design 17
Why Outcomes-Centered 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
Outcomes-Centered Course Development
3 The Complete Syllabus 33
Appropriate Syllabus Items
The Graphic Syllabus
The Online "Living Syllabus"
Getting Students to Read Your Syllabus
The Evolving Syllabus
4 Your First Day of Class 43
Before the First Class
First Impressions
Exchanging Information
Social Icebreakers: Getting to Know You
Subject Matter Icebreakers
Drawing Class to a Close
5 Motivating Your Students 51
What We Know About Motivation in Learning
Credible Theories of Motivation
Strategies for Motivating Students
Equity in the Classroom
Part Two Managing Your Courses 61
6 Copyright Guidelines for Instructors 63
Where Copyright Does and Does Not Apply Common Copyright Misconceptions
Free Use: Fair Use, Facts, and Public Domain
Printed Text
Visual Materials
In-Class Performances
Recording Broadcast Programming
Online/Electronic Materials and Distance
Learning Obtaining Permission or a License
How Copyright Violations Are Actually Handled
For Further and Future Reference
7 Preventing and Responding to Classroom Incivility 71
What Is Incivility?
Why the Increase?
Preventing Incivility: Your Classroom
Persona
Responding to Incivility
Seeking Assistance
8 Preserving Academic Integrity 83
How Prevalent Is Cheating?
Who Cheats, and Why?
Detecting Cheating
Preventing Cheating
Honor Codes
Changing Student Values
9 Making the Most of Office Hours 89
Getting Students to See You
Making the Time Productive
Student-Active Tutoring
Students in Academic or Emotional Trouble
10 Course Coordination Between Faculty and Teaching Assistants 95
Before the Term: Course Review and Role Specifications
During the Term: Regular Meetings and Teaching Feedback
Extending Managing to Mentoring
Part Three Choosing and Using The Right Tools for Teahcing and Learning 101
11 Matching Teaching Methods with Learning Outcomes 103
Types of Tools
Dangerous Knowledge?
12 Making the Lecture a Learning Experience 113
Purpose: To Lecture or Not to Lecture?
Preparing an Effective Lecture
Delivering an Effective Lecture
Incorporating Student-Active Breaks: The Interactive Lecture
Teaching Students to Take Good Notes
Making the Lecture Effective for Everyone
13 Leading Effective Discussions 127
When to Choose Discussion
How to Set the Stage for Discussion
How to Maximize Participation Through Skillful Discussion Management
14 Questioning Techniques for Discussion and Assessment 137
Questioning as a Process of Inquiry
Typologies of Good Discussion Questions
Poor Questions for Discussion Purposes
Turning the Tables
15 Experiential Learning Activities 145
Student Presentation Formats Role Playing
Simulations and Games
Service-Learning: The Real Thing
16 Learning in Groups 155
A Group by Any Other Name...
The Case for Group Work
Changing Methods, Changing Roles
The Setup and Management of Student Groups
Management Tips
Tried-and-True Group Learning Strategies
Preparing Students for Life
17 Writing-to-Learn Activities and Assignments 167
Freewrites
The One-Minute Paper
Journals
One-Sentence Summaries
Learning Logs
Dialectical Notes
Directed Paraphrasing
Letters, Memos, Notes, and Electronic Posts
Mock Tests
Drafts for Peer Feedback
Multiple Purposes
Part Four More Tools: Teaching Real World Problem Solving 173
18 Inquiry-Guided Learning 175
Definitions of Inquiry-Guided Learning
The Effectiveness of Inquiry-Guided
Learning Objects and Modes of Inquiry
Variations of Inquiry-Based Learning
19 The Case Method 181
The Effectiveness of the Case Method
The Appropriate Subject Matter
What Makes a Good Case
Types of Cases
Debriefing Cases
A Postscript for Pioneers
20 Problem-Based Learning 187
How PBL Works
Good PBL Problems and Where to Find Them
The Effectiveness of PBL
What Students Think Kudos for Creativity
21 Quantitative Reasoning and Problem Solving 193
Understanding Students' Problems with Problems
Modeling Expert Reasoning
Teaching the Steps of Problem Solving
Tutoring Students out of Bad Habits Routinizing Peer Feedback Making Problems More Real and Challenging
Using the Power of Group Learning
Accommodating New Methods to Traditional Settings
22 Problem Solving in the Sciences 199
Where Science Education Falls Short
How to Help Students Learn Science: 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
Part Five Making Learning Easier 209
23 Getting Students to Do the Readings 211
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
24 Teaching Your Students to Think and Write in Your Discipline 223
Cross-Disciplinary 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
25 Accommodating Different Learning Styles 229
Kolb's Learning Styles Model and Experiential Learning Theory
Fleming and Mills's Sensory-Based
Learning Style Typology
Felder and Silverman's Index of Learning Styles
Parallels Across Learning Style Models
Multisensory, Multimethod Teaching: Most Effective for All
26 Using Visuals to Teach 239
Ways That Visuals Enhance Learning
Types of Visuals for Learning
The Future of Visuals in Teaching and Learning
27 Using Instructional Technology Wisely 253
Reliable Low-Tech Tools for the Classroom
The Choice of High-Tech Alternatives
Learning Management Systems
Lecture-Related Software
Web Resources
Laptops in the Wireless Classroom Web 2.0 Tools Looking Ahead
Part Six Assessing Learning Outcomes 271
28 Assessing Student Learning in Progress 273
Classroom Assessment Techniques
Formative Feedback
Student Portfolios
Extending Classroom Assessment to Classroom Research and the Scholarship of Teaching and Learning
29 Constructing Summative Assessments 281
General Testing Guidelines
Objective Test Items
Constructed Response Instruments: Essay Questions and Writing Assignments
Tests and Assignments: The Ultimate
Teaching Evaluations
30 Preparing Students for Tests 295
Test Preparation Measures
Anxiety-Reduction Measures
What the Effort Is Worth
31 Grading Summative Assessments 301
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 Outcome-Based Grading
Returning Students' Work
Helping Students Use Your Feedback to Improve
The Real Meaning and Limits of Grades
32 Evaluating and Documenting Teaching Effectiveness 315
Defining and Measuring Teaching Effectiveness
Student Evaluations
Peer, Administrative, and Self-Evaluations
Documenting Your Effectiveness
Comprehensive Approaches to Faculty Evaluation
Complex Beyond Measure
Appendix: Instructional Support and Resources at Your Institution 329
References 335
Index 367