More Quick Hits

by Stocking, S. Holly; Bender, Eileen Teper; Cookman, Claude Hubert; Peterson, J. Vincent

• ISBN13: 9780253212382
• ISBN10: 0253212383
• Format: Paperback
• Copyright: 1998-10-01
• Publisher: Indiana Univ Pr

Summary

This sequel to the popular Quick Hits puts the focus on learning. More Quick Hits offers simple but successful strategies that award-winning teachers have found help promote student understanding and retention. The book also tells how to create the best environment in which to teach the courses you love.

Author Biography

S. Holly Stocking is Associate Professor of Journalism at Indiana University Bloomington. She has written numerous articles on teaching and a book about journalism that has been adopted in undergraduate and graduate classrooms. She also regularly gives workshops to teachers on teaching and learning.

Eileen T. Bender, professor of English at Indiana University South Bend and one of the founders of FACET -- -The Faculty Colloquium on Excellence in Teaching -- -at Indiana University, and has served as its director since its inception in 1989. She is also Special Assistant to the Chancellor at Indiana University South Bend, and Professor of English at IUSB. She has served on the board of editors of Soundings and edited The IUSB Review and is the author of Joyce Carol Oates, Author in Residence and one of the editors of Quick Hits: Successful Strategies by Award Winning Teachers.

Claude H. Cookman, Assistant Professor of Journalism at Indiana University/Bloomington, is the author of A Voice is Born: The Founding and Early Years of the National Press Photographers Association under the Leadership of Joseph Costa and several articles.

Vince Peterson, Professor of Education and Program Director of Counseling and Human Services at Indiana University, South Bend, is the author of Orientation to Counseling, and numerous articles.

Bob Votaw, Associate Professor of Geology and Director of the Academic Resource Center at Indiana University Northwest, is a national leader in the discussion about effectively teaching science to diverse student populations.

Karen L. Everdon is the current coordinator of the FACET program at Indiana University.She received a B.A. in English and a MLS from Indiana University. Her interests encompass uses of technology in higher education, faculty development at the post-secondary level, and learning styles.

Table of Contents

Foreword	9	(1)
Myles Brand
Introduction	10	(2)
1. Designing courses and environments for learning	12	(12)
Too much fun to be work?	13	(1)
Collaborative syllabus	13	(1)
Facilitating discussion through review	14	(1)
Chemistry party animals	14	(1)
Passport for non-traditional students	15	(1)
Mixing student levels can improve discussion	16	(1)
Agenda for the classroom	17	(1)
Language-learning and student involvement	18	(1)
Top ten lists	19	(1)
The compleat discussion section	20	(1)
The power of the bad example	21	(2)
Quick wits	23	(1)
2. Creating learning communities	24	(16)
Checking in/checking out	25	(1)
Seriously seeking playful writing	25	(1)
Revisiting the journal	26	(1)
It's her idea, not mine	27	(1)
Collaborative fieldwork	27	(1)
Case study in transparent teaching	28	(1)
The autobiographical collage	28	(1)
Just their type	29	(1)
Who am I?	30	(1)
Launching self-propelled people	31	(1)
Teach locally, learn globally	32	(1)
Collaboration in large classes	32	(1)
Using a 'contract' on a commuter campus	33	(1)
First-day questions	34	(1)
Learning students' names	34	(1)
A piece of the learning puzzle	35	(1)
Socializing the classroom	35	(1)
From competition to community	36	(1)
Exploring diversity through storytelling	37	(1)
A classy ice-breaker	38	(1)
Quick wits	39	(1)
3. Fostering critical and creative thinking	40	(18)
How to be (gasp!) New Yorkers	41	(1)
Dig into primary sources	41	(1)
Challenging students' beliefs	42	(1)
What's new in the world today?	43	(1)
Developing solid arguments	43	(1)
Debating controversial issues	44	(2)
Organized chaos in the classroom	46	(1)
Is it just me, or is this guy crazy?	47	(1)
Questions for critical reading and discussion	48	(1)
Create a poem, a skit, a song	48	(1)
A question of understanding	49	(1)
Don't confuse the model with reality	50	(1)
Research projects and job skills	50	(1)
Teaching language through literature	51	(1)
Issue papers: Short and to the point	52	(1)
Professional journal scan	53	(1)
Finding poetry	54	(1)
Helping students understand ADD	55	(2)
Quick wits	57	(1)
4. Helping students direct their own learning	58	(12)
The five habits of successful students	59	(1)
The toughest test of all	59	(1)
Learning from exam results	60	(1)
'Just' an opinion paper?	61	(1)
'The totalitarian classroom'	62	(1)
Creating a future	63	(1)
Argument? Discussion? What's the difference?	63	(1)
A syllabus for active inquirers	64	(1)
Shifting responsibility for learning	64	(1)
Exams as diagnostic tools	65	(1)
Weaning students from dependency	66	(2)
Teaching to learn	68	(1)
Helping students reframe criticism	68	(1)
Imparting the courage to fail	69	(1)
Practice, practice, practice	69	(1)
5. Service and learning	70	(8)
Pro bono public relations promotes learning	71	(1)
The community as a learning resource	71	(1)
Fostering reflection about service	72	(1)
Service-learning in a community project	72	(1)
Community-service writing	73	(1)
Service-learning: Building an ethic of caring	74	(1)
Environmental action and service projects	75	(1)
LeaderLab	76	(1)
Passing the torch	77	(1)
6. Technology and learning	78	(14)
Learning from a television miniseries	79	(1)
Putting it on the Web	79	(1)
Choosing and using video for learning	80	(1)
Better learning through technology?	80	(1)
Closing the distance in distance-learning	81	(1)
Raiding virtual libraries	82	(1)
Learning on the listserv	82	(1)
Classes for the MTV generation	83	(1)
Creating interactive lectures on video	83	(1)
Active learning in the computer classroom	84	(2)
Team-teaching at a distance	86	(1)
Take me out to the movies	87	(5)
7. Using assessment and evaluation for learning	92	(24)
Evolving peer-review	93	(1)
Quizzes to end classroom silence	93	(1)
Writing across the curriculum: Peer-critique	94	(2)
Reduce test stress: Use exam cards	96	(1)
Assessment of student learning by teachers	96	(1)
Assessment of teachers by students	97	(2)
Collaborative exams	99	(1)
Self-graded student participation	99	(1)
Multiple choice, multiple insights	100	(1)
Using counter-arguments for assessment	101	(1)
Recording class participation	102	(1)
Assessing basic skills of a discipline	102	(1)
No-penalty quizzes	103	(1)
An assignment/learning/evaluation sheet	103	(1)
Reducing students' resistance to grades	104	(1)
Is there a Lake Woebegone syndrome?	105	(1)
In lieu of the practice exam	106	(1)
Clarifying student expectations about exams	106	(1)
Stress-free practical exams	107	(1)
No whining: The value of one-page appeals	107	(1)
Student-teacher snail-mail	108	(1)
Mini-journals	108	(1)
Uncovering prior knowledge	109	(1)
What did you learn today?	110	(1)
Thumbs up or thumbs down	110	(1)
The one-minute paper	111	(1)
Optional assignments	111	(1)
Grading exams fairly	112	(1)
Instant feedback on exams	112	(1)
Peer-evaluation of teaching	113	(2)
Quick wits	115	(1)
8. Learning to teach and teaching to learn	116	(16)
Taking the risk to team-teach	117	(1)
Team-teaching with your eyes open	118	(1)
From my teachers I have learned	119	(1)
'I teach people'	120	(1)
Prepping for essay exams	120	(1)
Training teachers through peer-mentoring	121	(1)
No pat on the back in order	122	(1)
Less teaching, more learning?	122	(1)
General rules for enthusiasm	123	(1)
Evaluating ourselves	124	(1)
Engaging associate instructors in the course	124	(1)
What associate instructors need to know	125	(1)
A hit is a hit is a hit (Not!)	126	(1)
A new look at class preparation	126	(1)
Students teaching teachers	127	(1)
FOILed again	128	(1)
The critical reading guide	128	(1)
Learning is a matter of perspective	130	(1)
Quick wits	131	(1)
9. Quick list: Recommended books on teaching	132	(7)
Mary Rose O'Reilly. The Peaceable Classroom	133	(1)
Parker J. Palmer. To Know as We are Known: Education as a Spiritual Journey	133	(1)
Barry M. Kroll. Teaching Hearts and Minds: College Students Reflect on the Vietnam War in Literature	133	(1)
Robert Boice. First-Order Principles for College Teachers: Ten Basic Ways to Improve The Teaching Process	134	(1)
Anthony F. Grasha. Teaching With Style: A Practical Guide to Enhancing Learning by Understanding Teaching and Learning Styles	134	(1)
Betty LaSere Ericson, Diane Weltner Strommer. Teaching College Freshmen	134	(1)
Mike Rose. Lives on The Boundary: The Struggles and Achievements of America's Underprepared	135	(1)
Sheila Tobias. They're Not Dumb, They're Just Different	135	(1)
Audrey B. Champagne, Leslie E. Hornig. Science Teaching	135	(1)
David Denby. Great Books: My Adventure with Homer, Rousseau, Woolf, and Other Indestructible Writers of the Western World	136	(1)
Joseph Gibaldi, series editor. Approaches to Teaching World Literature Series	136	(1)
Parker J. Palmer. The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life	136	(1)
Peter M. Senge. Leading Learning Organizations: The Bold, The Powerful, and The Invisible	137	(1)
Pat Hutchings. Making Teaching Community Property: A Menu for Peer-Collaboration and Peer-Review	137	(1)
Carl Rogers. Freedom to Learn	137	(1)
C. Wright Mills. The Sociological Imagination	138	(1)
Index of contributors	139	(2)
Index of subjects	141