McKeachie’s Teaching Tips Strategies, Research, and Theory for College and University Teachers

by McKeachie, Wilbert; Svinicki, Marilla

• ISBN13: 9780618515561
• ISBN10: 0618515569
• Edition: 12th
• Format: Paperback
• Copyright: 2005-06-27
• Publisher: Wadsworth Publishing

Summary

McKeachie's Teaching Tipsis a handbook designed to provide helpful strategies for dealing with both the everyday problems of teaching at the university level, and those that pop up in trying to maximize learning for every student. The suggested strategies are supported by research and are grounded in enough theory to enable teachers to adapt them to their own situations. The author does not suggest a "set of recipes" to be followed mechanically, but gives teachers the tools they need to deal with the ever changing dynamics of teaching and learning. Improved Organization and consolidation of chapters allows the text to maintain its handy pocket-size length, while incorporating new information. New!Guest-Authored chapters offer advice and instruction from renowned educators, including Peter Elbow and Mary Deane Sorcinelli on writing, Jane Halonen on laboratory instruction (Chapter 20), and Marilla Svinicki on being a teacher (Chapter 27). Updated and Improved Technology Coverage, (Chapter 18) "Technology and Teaching" includes coverage of current issues such as: the use of PowerPoint slides, plagiarism, and effective Web research. Additional and relevant technology coverage will be interspersed in other chapters where appropriate. Expanded coverage of Experimental Learning (Chapter 21) and Updated Coverage of Hot Topics in higher education reflects recent policy shifts, current terminology, and changes in the field. Strengthened Coverage of Diversity in Chapter 13, written by Richard M. Suinn. Additional coverage of diversity is integrated throughout the text to include gender issues and learners with special needs to help instructors who need more background and experience with these issues. Increased Coverage of Standards and Accountability issues throughout the text.

Table of Contents

Preface	xvii
A Special Preface for Teaching Assistants and Graduate Student Instructors	xxi
Part 1 Getting Started	1	(28)
CHAPTER 1 Introduction	2	(7)
The College or University Culture	3	(1)
Research Versus Teaching?	4	(1)
Teaching as Scholarship	5	(1)
In Conclusion	5	(4)
CHAPTER 2 Countdown for Course Preparation	9	(12)
Time: Three Months Before the First Class	10	(5)
Write Objectives, Goals, or Outcomes	10	(1)
What Goals?	11	(2)
Order Textbooks, Lab Supplies, or Other Resources Students May Need	13	(1)
Choose a Textbook or Other Reading Materials	14	(1)
Time: Two Months Before the First Class	15	(2)
Begin Drafting a Syllabus for the Course	15	(2)
Time: One Month Before the First Class	17	(2)
Begin Preparing Lesson Plans	17	(1)
Plan for Out-of-Class Learning	18	(1)
Choose Appropriate Teaching Methods	18	(1)
Select Appropriate Technology	19	(1)
Time: Two Weeks Before the First Class	19	(1)
Check Resources	19	(1)
Start a Portfolio	20	(1)
Time: One Week Before the First Class	20	(1)
CHAPTER 3 Meeting a Class for the First Time	21	(8)
Setting the Stage	22	(1)
Breaking the Ice	22	(2)
Problem Posting	24	(1)
Introducing the Syllabus	25	(1)
Testing, Grading, and Fairness	25	(1)
Introducing the Textbook	26	(1)
Assessing Prior Knowledge	26	(1)
Questions and Reactions	27	(1)
What About Subject Matter?	27	(1)
In Conclusion	28	(1)
Part 2 Basic Skills for Facilitating Student Learning	29	(110)
CHAPTER 4 Reading as Active Learning	30	(5)
Textbooks	30	(1)
How Do You Get Students to Do the Assigned Reading?	31	(3)
Research on Learning from Reading	32	(1)
Teaching Students to Learn More from Reading	33	(1)
In Conclusion	34	(1)
CHAPTER 5 Facilitating Discussion: Posing Problems, Listening, Questioning	35	(22)
A Little Bit of Theory	36	(1)
Problems in Teaching by Discussion	37	(1)
Starting Discussion	37	(7)
Starting Discussion with a Common Experience	37	(1)
Starting Discussion with a Controversy	38	(1)
Starting Discussion with Questions	39	(2)
Starting Discussion with a Problem or Case	41	(1)
Breaking a Problem into Subproblems	42	(1)
Socratic Discussion	42	(2)
Barriers to Discussion	44	(1)
What Can I Do About Nonparticipants?	45	(4)
Groups-Peer Learning	48	(1)
The Inner Circle or Fishbowl	48	(1)
The Discussion Monopolizer	49	(1)
How Can We Have a Discussion If the Students Haven't Read the Assignment?	49	(1)
Handling Arguments and Emotional Reactions	50	(3)
The Two-Column Method	51	(1)
Emotional Reactions	52	(1)
Teaching Students How to Learn Through Discussion	53	(1)
Student-Led Discussions	54	(1)
Taking Minutes or Notes, Summarizing	54	(1)
Online Discussions	55	(1)
In Conclusion	55	(2)
CHAPTER 6 How to Make Lectures More Effective	57	(17)
Research on the Effectiveness of Lectures	58	(1)
What Are Lectures Good For?	58	(1)
A Little Bit of Theory	59	(1)
Planning Lectures	60	(1)
Preparing Your Lecture Notes	61	(1)
Organization of Lectures	62	(4)
The Introduction	63	(1)
The Body of the Lecture	64	(2)
How Can Lectures Be Improved?	66	(2)
Attention	67	(1)
What Can Be Done to Get Attention?	67	(1)
Teaching Students How to Be Better Listeners	68	(1)
How Do Students Process the Content of a Lecture?	69	(1)
Should Students Take Notes?	70	(2)
How to Get Students Actively Thinking in a Lecture Situation	72	(1)
The Lecturer as a Person	72	(1)
In Conclusion	73	(1)
CHAPTER 7 Assessing, Testing, and Evaluating: Grading Is Not the Most Important Function	74	(13)
Planning Methods of Testing and Assessment	76	(1)
Alternative Testing Models	77	(2)
Group Testing	77	(1)
Online Testing	78	(1)
Other Methods of Assessing Learning	79	(6)
Performance Assessment (Authentic Assessment)	79	(1)
Graphic Representations of Concepts	80	(2)
Journals, Research Papers, and Annotated Bibliographies	82	(1)
Portfolios	82	(1)
Peer Assessment	83	(1)
Assessing Group Work	83	(2)
Classroom Assessment	85	(1)
In Conclusion	85	(2)
CHAPTER 8 Testing: The Details	87	(18)
When to Test	87	(1)
Constructing the Test	88	(6)
Choosing the Type of Question	88	(4)
How Many Questions Should You Use?	92	(2)
Administering the Test	94	(1)
After the Test	94	(9)
Grading Essay Questions	94	(4)
Helping Yourself Learn from the Test	98	(1)
Assigning a Grade	98	(3)
Returning Test Papers	101	(1)
Dealing with an Aggrieved Student	102	(1)
What Do You Do About the Student Who Missed the Test?	102	(1)
In Conclusion	103	(2)
CHAPTER 9 Tests from the Students' Perspective	105	(8)
Reducing Student Frustration and Aggression	106	(1)
Helping Students Become Test-Wise	107	(4)
Taking Multiple-Choice Tests	107	(1)
Taking Essay Tests	108	(1)
Why Teach Test Taking?	109	(1)
Helping Students Learn from a Test	109	(2)
In Conclusion	111	(2)
CHAPTER 10 What to Do About Cheating	113	(10)
Who Cheats?	114	(1)
Why Do Students Cheat?	115	(1)
How Do Students Cheat?	115	(1)
Preventing Cheating	116	(2)
Preventing Plagiarism in the Internet Age	118	(1)
Handling Cheating	119	(2)
In Conclusion	121	(2)
CHAPTER 11 The ABC's of Assigning Grades	123	(16)
Do Grades Provide Information Useful for Decision Making?	124	(2)
Can We Trust Grades?	126	(2)
Contract Grading	128	(1)
Competency-Based Grading	128	(2)
Assigning Grades	130	(1)
Grading on the Curve (Norm-Referenced) vs. Grading Against a Preset Standard (Criterion-Referenced)	131	(2)
What About the Student Who Wants a Grade Changed?	133	(2)
Grades vs. Learning: Some Related Research	135	(2)
In Conclusion	137	(2)
Part 3 Understanding Students	139	(52)
CHAPTER 12 Motivation in the College Classroom	140	(11)
By Barbara K. Hofer, Middlebury College
Motivational Theories: An Overview	141	(6)
Autonomy and Self-Determination	141	(1)
Intrinsic and Extrinsic Motivation	142	(1)
Expectancy-Value Theory	143	(1)
Mastery and Performance Goals	144	(1)
Attribution Theory	145	(1)
Social Goals and Social Motivation	146	(1)
Putting Motivation Theory into Practice	147	(2)
In Conclusion	149	(2)
CHAPTER 13 Teaching Culturally Diverse Students	151	(21)
By Richard M. Suinn, Colorado State University
Culture and Communication	152	(7)
Nonverbal Communication	152	(3)
Verbal Communication	155	(4)
Motivation and Stress	159	(8)
Cultural Differences in Motivation	159	(1)
Cultural Stressors	160	(4)
Increasing Motivation	164	(1)
Dealing with Stressors	165	(2)
Tailoring Your Teaching Methods	167	(4)
Match Learning Styles	167	(1)
Be Concrete	168	(1)
Enhance Performance Measurement	168	(1)
Choose Appropriate Nonverbal Behaviors	169	(1)
Be Accessible	169	(2)
In Conclusion	171	(1)
CHAPTER 14 Dealing with Student Problems and Problem Students (There's Almost Always at Least One!)	172	(19)
Intellectual/Academic Problems	173	(5)
Aggressive, Challenging Students	173	(1)
Students Who Want the Truth and Students Who Believe that Everything Is Relative	174	(1)
Students Who Are Underprepared for the Course or Struggling	175	(2)
Individualized Teaching and Mentoring	177	(1)
Class Management Problems	178	(11)
Attention Seekers and Students Who Dominate Discussions	179	(1)
Inattentive Students	180	(1)
Students Who Come to Class Unprepared	181	(1)
The Flatterer, Disciple, Con Man (or Woman)	182	(1)
Students with Excuses	183	(1)
Emotional Problems	184	(1)
Angry Students	184	(2)
Discouraged, Ready-to-Give-Up Students	186	(1)
Students with Emotional Reactions to Sensitive Topics	187	(1)
Dealing with Psychological Problems	188	(1)
Potential Suicides	188	(1)
In Conclusion	189	(2)
Part 4 Adding to Your Repertoire of Skills and Strategies for Facilitating Active Learning	191	(62)
CHAPTER 15 How to Enhance Learning by Using High-Stakes and Low-Stakes Writing	192	(21)
By Peter Elbow and Mary Deane Sorcinelli, University of Massachusetts Amherst
A Little Theory: High Stakes and Low Stakes	192	(1)
Low-Stakes Writing	193	(3)
Kinds	193	(1)
Occasions	193	(2)
Handling Low-Stakes Writing	195	(1)
High-Stakes Writing	196	(7)
Topics and Assignments	197	(1)
Criteria for Evaluation	198	(1)
Multiple Papers and Multiple Drafts	198	(2)
Worst-Case Scenario	200	(1)
Responding to High-Stakes Papers	201	(2)
Middle-Stakes Assignments: Think Pieces	203	(1)
Peer Response	204	(1)
About Correctness: Spelling and Grammar	205	(1)
About Grading	206	(2)
Portfolios	207	(1)
Contract Grading	208	(1)
Preventing-and Handling-Plagiarism	208	(3)
In Conclusion	211	(2)
CHAPTER 16 Active Learning: Cooperative, Collaborative, and Peer Learning	213	(8)
Peer Learning and Teaching	214	(1)
Peer Tutoring	215	(1)
The Learning Cell	216	(1)
Team Learning: Syndicate and Jigsaw	217	(1)
Student Characteristics and Peer Learning	218	(1)
Why Does Peer Learning Work?	218	(1)
In Conclusion	219	(2)
CHAPTER 17 Problem-Based Learning: Teaching with Cases, Simulations, and Games	221	(8)
Problem-Based Learning	221	(1)
The Case Method	222	(3)
Finding the Right Cases	224	(1)
Tips for Teaching with Cases	224	(1)
Games and Simulations	225	(2)
In Conclusion	227	(2)
CHAPTER 18 Technology and Teaching	229	(24)
By Erping Zhu and Matthew Kaplan, University of Michigan
How Will Technology Enhance Teaching and Learning?	230	(1)
What Considerations Go into Teaching with Technology?	231	(17)
Course Content	232	(2)
The Instructor	234	(2)
Students	236	(2)
Technology Tools	238	(10)
What Are the Effects of Technology on Teaching?	248	(3)
In Conclusion	251	(2)
Part 5 Skills for Use in Other Teaching Situations	253	(46)
CHAPTER 19 Teaching Large Classes (You Can Still Get Active Learning!)	254	(12)
Facilitating Active Learning	255	(3)
Encouraging Student Writing in Large Classes	256	(1)
Other Ways to Maintain Student Involvement	257	(1)
Student Anonymity	258	(1)
Organization Is the Key	259	(4)
Giving Tests in Large Classes	259	(2)
Making Outside Reading Assignments	261	(1)
Communicating with Large Classes	262	(1)
Coordinating Multisection Courses	263	(1)
Training and Supervising Teaching Assistants	264	(1)
In Conclusion	265	(1)
CHAPTER 20 Laboratory Instruction: Ensuring an Active Learning Experience	266	(12)
By Brian P. Coppola, University of Michigan
Styles of Laboratory Instruction	267	(5)
Expository Instruction	268	(1)
Inquiry Instruction	268	(1)
Discovery Instruction	269	(1)
Problem-Based Learning	270	(2)
Studio Instruction Brings Together the Arts and Sciences	272	(1)
Turning Novice Researchers into Practicing Scientists	273	(2)
Link to Cognitive Development	275	(1)
What Research Says	276	(1)
In Conclusion	276	(2)
CHAPTER 21 The Teacher's Role in Experiential Learning	278	(10)
By Richard D. Mann, University of Michigan
History of Experiential Learning	279	(1)
Six Possible Roles	280	(6)
The Teacher as Expert	280	(1)
The Teacher as Facilitator	281	(1)
The Teacher as Person	282	(1)
The Teacher as Ego Ideal	282	(1)
The Teacher as Formal Authority: Options for Assessing Field Learning	283	(2)
The Teacher as Socializing Agent	285	(1)
Outcomes	286	(1)
In Conclusion	286	(2)
CHAPTER 22 Teaching by Distance Education	288	(11)
By Andrew Northedge, The Open University
Sketching Out the Shape of a Course	289	(5)
Developing a Teaching Narrative	294	(1)
Making the Course Manageable	295	(1)
In Conclusion	296	(3)
Part 6 Teaching for Higher-Level Goals	299	(44)
CHAPTER 23 Teaching Students How to Become More Strategic and Self-Regulated Learners	300	(18)
By Claire Ellen Weinstein, University of Texas at Austin
What Are the Characteristics of Strategic Learners?	301	(1)
The Importance of Goals and Self-Reflection	302	(1)
Increasing Students' Self-Awareness	303	(1)
Using Existing Knowledge to Help Learn New Things	304	(1)
Teaching Domain-Specific and Course-Specific Strategies	305	(4)
Methods for Checking Understanding	309	(2)
Knowing How to Learn Is Not Enough-Students Must Also Want to Learn	311	(1)
Putting It All Together-Executive Control Processes in Strategic Learning	312	(2)
What Instructors Can Do to Help Their Students Succeed in Online Lessons and Courses	314	(2)
In Conclusion	316	(2)
CHAPTER 24 Teaching Thinking	318	(7)
By Jane S. Halonen, University of West Florida
Setting Goals for Thinking	320	(2)
Improving Thinking Quality	322	(1)
In Conclusion	323	(2)
CHAPTER 25 The Ethics of Teaching and the Teaching of Ethics	325	(18)
Responsibilities to Students	328	(7)
To Encourage the Free Pursuit of Learning	329	(1)
To Demonstrate Respect for Students	330	(1)
To Respect Confidentiality	331	(1)
To Model the Best Scholarly and Ethical Standards	332	(1)
To Foster Honest Academic Conduct and to Ensure Fair Evaluation	332	(1)
To Avoid Exploitation, Harassment, or Discrimination	333	(2)
The Teaching of Ethics	335	(4)
How Can We Teach Values?	337	(1)
Modeling Values	338	(1)
Making Ethical Choices	339	(1)
In Conclusion	340	(3)
Part 7 Lifelong Learning for the Teacher	343	(17)
CHAPTER 26 Vitality and Growth Throughout Your Teaching Career	344	(16)
How Can You Develop Effective Skills and Strategies?	346	(1)
Looking for New Ideas, New Methods, and Alternative Strategies for Handling Problems	347	(1)
Reading	347	(1)
Hearing, Discussing	347	(1)
Seeing, Experiencing	348	(1)
How Can You Get and Use Feedback to Continue to Improve Your Teaching?	348	(9)
Feedback from Student Performance	348	(1)
Feedback from Peers	349	(1)
Feedback from Faculty Development Specialists	350	(1)
Feedback from Students	351	(2)
Keys to Improvement with Feedback from Students	353	(2)
Consultation	355	(1)
Classroom Assessment and Research	356	(1)
Self-Evaluation	357	(1)
In Conclusion	357	(3)
References	360	(31)
Index	391