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Tools for Teaching PDF

612 Pages·2009·13.79 MB·english
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cc0011..iinndddd 22 1122//22//0088 1100::1111::5500 AAMM Tools for Teaching second edition Barbara Gross Davis ffffiirrss..iinndddd ii 1122//22//0088 99::5599::3355 AAMM The Jossey-Bass Higher and Adult Education Series Copyright © 2009 by John Wiley & Sons, Inc. All rights reserved. Published by Jossey-Bass A Wiley Imprint 989 Market Street, San Francisco, CA 94103-1741—www.josseybass.com No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600, or on the Web at www.copyright.com. Requests to the publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax 201-748-6008, or online at www.wiley.com/go/permissions. Readers should be aware that Internet Web sites offered as citations and/or sources for further information may have changed or disappeared between the time this was written and when it is read. Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifi cally disclaim any implied warranties of merchantability or fi tness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profi t or any other commercial damages, including but not limited to special, incidental, consequential, or other damages. Jossey-Bass books and products are available through most bookstores. To contact Jossey-Bass directly call our Customer Care Department within the U.S. at 800-956-7739, outside the U.S. at 317-572-3986, or fax 317-572-4002. Jossey-Bass also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. Library of Congress Cataloging-in-Publication Data Davis, Barbara Gross. Tools for teaching/Barbara Gross Davis.—2nd ed. p. cm. Includes bibliographical references and index. ISBN 978-0-7879-6567-9 (pbk.) 1. College teaching—United States—Handbooks, manuals, etc. 2. Classroom management— United States—Handbooks, manuals, etc. 3. Curriculum planning—United States—Handbooks, manuals, etc. I. Title. LB2331.D37 2009 378.1'25—dc22 2008041906 Printed in the United States of America FIRST EDITION PB Printing 10 9 8 7 6 5 4 3 2 1 ffffiirrss..iinndddd iiii 1122//22//0088 99::5599::3377 AAMM CONTENTS Preface vii Credits xiv The Author xv PART I: GETTING UNDER WAY 1 1 Designing or Revising a Course 3 2 The Comprehensive Course Syllabus 21 3 The First Days of Class 37 4 Classroom Conduct and Decorum 48 PART II: RESPONDING TO A CHANGING STUDENT BODY 55 5 Diversity and Inclusion in the Classroom 57 6 Students with Disabilities 72 7 Reentry and Transfer Students 85 8 Teaching Academically Diverse Students 90 PART III: DISCUSSION STRATEGIES 95 9 Leading a Discussion 97 10 Encouraging Student Participation in Discussion 106 iii ffttoocc..iinndddd iiiiii 1122//22//0088 1100::0000::1188 AAMM iv Contents 11 Online Discussions 112 12 Asking Questions 118 13 Fielding Students’ Questions 127 PART IV: THE LARGE-ENROLLMENT COURSE 133 14 Preparing to Teach the Large-Enrollment Course 135 15 Delivering a Lecture 148 16 Explaining Clearly 157 17 Personalizing the Large-Enrollment Course 162 18 Encouraging Student Participation in the Large-Enrollment Course 168 19 Maintaining Instructional Quality with Limited Resources 174 PART V: ALTERNATIVES AND SUPPLEMENTS TO LECTURES AND DISCUSSION 179 20 Web 2.0 181 21 Learning in Groups 190 22 Informal Group Learning Activities 207 23 Formal Group Learning Activities 214 24 Case Studies 222 25 Simulations: Role Playing, Games, and Virtual Worlds 229 26 Service Learning and Civic Engagement 233 27 Undergraduate Research 244 28 Guest Speakers 251 PART VI: ENHANCING STUDENTS’ LEARNING AND MOTIVATION 257 29 Helping Students Learn 259 30 Learning Styles and Preferences 273 ffttoocc..iinndddd iivv 1122//22//0088 1100::0000::1188 AAMM Contents v 31 Motivating Students 278 32 Informally Assessing Students’ Learning 290 33 Mobile Learning 298 PART VII: STRENGTHENING STUDENTS’ WRITING AND PROBLEM-SOLVING SKILLS 303 34 Helping Students Write Better in All Courses 305 35 Designing Effective Writing Assignments 314 36 Evaluating Students’ Written Work 325 37 Homework: Problem Sets 335 PART VIII: TESTING AND GRADING 343 38 Promoting Academic Honesty 345 39 Quizzes, Tests, and Exams 362 40 Allaying Students’ Anxieties about Tests 375 41 Multiple-Choice and Matching Tests 390 42 Short-Answer and Essay Tests 401 43 Grading Practices 409 44 Calculating and Assigning Grades 419 PART IX: PRESENTATION TECHNOLOGIES 431 45 Flipcharts 433 46 Chalkboards and Whiteboards 436 47 Interactive Whiteboards 441 48 Overhead Projection 443 49 Slide Shows 447 50 Video Recordings and Clips 450 51 PowerPoint Presentations 453 ffttoocc..iinndddd vv 1122//22//0088 1100::0000::1199 AAMM vi Contents PART X: EVALUATION TO IMPROVE TEACHING 459 52 Early Feedback to Improve Teaching and Learning 461 53 Video Recordings and Classroom Observations 472 54 The Teaching Portfolio 481 PART XI: TEACHING OUTSIDE THE CLASSROOM 489 55 Holding Offi ce Hours 491 56 E-mail, Text Messages, and Instant Messages 497 57 Academic Advising and Mentoring Undergraduates 504 58 Guiding, Training, Supervising, and Mentoring Graduate Student Instructors 517 PART XII: FINISHING UP 527 59 The Last Days of Class 529 60 Student Rating Forms 534 61 Writing Letters of Recommendation for Students 551 Index 557 ffttoocc..iinndddd vvii 1122//22//0088 1100::0000::1199 AAMM PREFACE Tools for Teaching provides new and experienced faculty in all disciplines with practical, tested strategies for addressing all major aspects of college and univer- sity teaching, from planning a course through assigning fi nal grades. Graduate student instructors and teaching assistants will also benefi t from the foundational knowledge and research fi ndings described in this book. This second edition includes twelve new chapters devoted to innovations in classroom technology and current trends on American campuses. In addition, all of the chapters from the fi rst edition have been thoroughly revised to incorporate recent research on college - level teaching and learning. Certain assumptions about you, the reader, have guided the design and orga- nization of this second edition: • Y ou teach a course that is primarily face - to - face and use technology for admin- istrative and educational purposes. • You want to know about specifi c instructional strategies that faculty members have used successfully and that researchers have found to be effective in devel- oping students ’ intellectual and cognitive skills. • You can fi gure things out for yourself. Once you are presented with the gist of a strategy, you can adapt it to your particular circumstances and needs— or reject it as inappropriate for you and your students. • Y ou are busy and have little time to read through the burgeoning literature on teaching and learning. You want to be able to quickly locate information and appropriate strategies for improving your teaching and students’ learning. Each chapter contains a brief introduction, a set of general strategies, and concise descriptions of teaching ideas, supported by research, that instructors can adapt and try out. The format lends itself to easy and effi cient identifi cation vii ffpprreeff..iinndddd vviiii 1122//22//0088 1100::0088::0011 AAMM viii Preface of major points and to quick reading or browsing. Each chapter can be read independently of the others, and the chapters can be read in any order. Many of the suggestions can be readily implemented; others require planning or modifi cations in course design. No one instructor could possibly use even half of the ideas — nor would any instructor want to. Tools for Teaching is truly a toolbox from which to select and adapt those ideas that match your teaching style and the needs of your students. Indeed, one of the premises of the book is that there are no pat answers, quick fi xes, or sure - fi re recipes for excellent teaching and optimal learning, only endless ways to improve. Sources of Tools for Teaching The information in T ools comes from many sources: the research literature in higher education on teaching and learning; books published by scholars, research- ers, and faculty development experts on effective educational practices; articles on pedagogy by college and university faculty; conversations with and classroom observations of faculty at the University of California, Berkeley; the Web sites of colleges and universities, especially the resources at t eaching.berkeley.edu; and local and national listservs devoted to teaching. I have made every effort to attribute each entry to a published source or to cite a reference that provides greater detail, although the source cited is not necessarily the originator of the strategy. Some tools, though, are part of general lore or reached me without attribution. If I have misinterpreted any fi ndings or conclusions or if I failed to give appropriate credit, I hope readers will contact me so that I can make corrections in a future edition. Though Tools derives from a substantial body of research and theory, the text focuses on practice. For readers who want to know more about the origin and testing of the strategies, the end- o f- c hapter reference lists provide starting points. Those seeking discussions of theory and philosophy, essays on good teaching, personal refl ections about classroom experiences, examination of the teaching persona, case studies on college teaching, or discipline- s pecifi c perspectives on teaching will want to look elsewhere to the many excellent books on these topics. For example, see, among others, Bain’ s analysis (2004) of the teaching practices of nearly one hundred college and university instructors; Lang’ s personal week - by - w eek guide (2008) aimed at those embarking upon their fi rst teaching experience; Palmer’ s exploration (2007) of a teacher ’s inner landscape and the importance of emotion and spirit in the educational process; and Kalman (2008) for teaching science and engineering, Showalter (2003) for teaching literature, or Buskist and Davis (2005) for teaching psychology. ffpprreeff..iinndddd vviiiiii 1122//22//0088 1100::0088::0022 AAMM

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