| 000 -LEADER |
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08664nam a2200697 a 4500 |
| 001 - CONTROL NUMBER |
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| control field |
001833712 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20230727005059.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
011108s2002 mau b 001 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780618116492 (pbk) |
| 024 ## - OTHER STANDARD IDENTIFIER |
|---|
| Standard number or code |
0618116494 (pbk) |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OCoLC)48384137 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
AWC |
| Language of cataloging |
eng |
| Transcribing agency |
JCRC |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
McKeachie, Wilbert J. |
| Dates associated with a name |
1921- |
| Fuller form of name |
(James) |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
McKeachie's Teaching Tips : |
| Remainder of title |
Strategies, Research, and Theory for College and University Teachers / |
| Statement of responsibility, etc. |
Wilbert J. McKeachie & Barbara Hofer. |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
11th ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
New York, NY : |
| Name of publisher, distributor, etc. |
Houghton Mifflin Co., |
| Date of publication, distribution, etc. |
2002. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xxii, 371 p. ; |
| Other physical details |
ill. ; |
| Dimensions |
21 cm. |
| 500 ## - GENERAL NOTE |
|---|
| General note |
With chapters by Nancy Van Note Chism, Marilla Svinnicki, Claire Ellen Weinstein, Andrew Northedge, Jane Halonen, Brian Coppala, Barbara Hofer, Erping Zhu and Matthew Kaplan. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references (p. 335-355) and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Preface |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
A Special Preface for Teaching Assistants and Graduate Student Instructors |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
1. Introduction |
| Title |
The College or University Culture<br/> |
| -- |
Research Versus Teaching?<br/> |
| -- |
In Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
2. Countdown for course preparation |
| Title |
Time: Three Months Before the First Class<br/> |
| -- |
Time: Two Months Before the First Class<br/> |
| -- |
Time: One Months Before the First Class<br/> |
| -- |
Time: Two Weeks Before the First Class<br/> |
| -- |
Time: One Week Before the First Class |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
3. Breaking the Ice |
| Title |
Breaking the Ice<br/> |
| -- |
Problem Posting <br/> |
| -- |
Introducing the Syllabus<br/> |
| -- |
Introducing the Textbook<br/> |
| -- |
Assessing Prior Knowledge<br/> |
| -- |
Questions<br/> |
| -- |
What About Subject Matter?<br/> |
| -- |
In Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Part 2: Basic Skills for Facilitating Student Lerarning |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
4. Facilitating discussion: posing problems, listening, questioning |
| Title |
A Little Bit of Theory<br/> |
| -- |
Problems in Teaching by Discussion<br/> |
| -- |
Barriers to Discussion<br/> |
| -- |
What Can I Do About Nonparticipants?<br/> |
| -- |
The Discussion Monopolizer<br/> |
| -- |
How Can We Have a Discussion If the Students Haven't Read the Assignment?<br/> |
| -- |
Handling Arguments and Emotional Reactions<br/> |
| -- |
Teaching Students How to Learn Through Discussion <br/> |
| -- |
Taking Minutes or Notes, Summarizing<br/> |
| -- |
Online Discussions<br/> |
| -- |
In Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
5. How to make lectures more effective |
| Title |
Research on the Effectiveness of Lectures<br/> |
| -- |
What Are Lectures Good For?<br/> |
| -- |
A Little Bit of Theory<br/> |
| -- |
Planning Lectures<br/> |
| -- |
Preparing Your Lecture Notes<br/><br/><br/> |
| -- |
Organization of Lecutres<br/> |
| -- |
How Can Lectures Be Improved?<br/> |
| -- |
Teaching Students How to Be Better Listeners |
| -- |
How Do Students Process the Contents of a Lecture?<br/> |
| -- |
Should Students Take Notes? |
| -- |
How to Get Students Actively Thinking in a Lecture Situation<br/> |
| -- |
Distribution of Lecture and Discussion Time<br/> |
| -- |
In Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
6. Assessing, testing, and evaluating: grading is not the most important function |
| Title |
Reducing Students Frustration and Agression<br/> |
| -- |
Planning Methods of Testing and Assessment <br/> |
| -- |
When to Test<br/> |
| -- |
Test Construction <br/> |
| -- |
Helping Students Become Test-Wise<br/> |
| -- |
Administering the Test<br/> |
| -- |
After the Test<br/> |
| -- |
Other Methods of Assessing Learning<br/> |
| -- |
In Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
7. What to do about cheating |
| Title |
How do Students Cheat?<br/> |
| -- |
Preventing Cheating<br/> |
| -- |
Handling Cheating <br/><br/> |
| -- |
In Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
8. The ABC's of assigning grades |
| Title |
Do Grades Provide Information Useful for Decision Making?<br/> |
| -- |
Contract Grading<br/> |
| -- |
Competency-based Grading <br/> |
| -- |
Assigning Grades<br/> |
| -- |
Grading on the Curve: A Mild Reprise<br/> |
| -- |
What About the Student Who Wants a Grade Changed?<br/> |
| -- |
Relevant Research <br/> |
| -- |
In Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Part 3: Understanding Students <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
9. Motivation in the college classroom / |
| Statement of responsibility |
Barbara Hofer |
| Title |
Motivation Theory <br/> |
| -- |
Putting Motivation Theory into Practice <br/> |
| -- |
In Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
10. Valuing student differences / |
| Statement of responsibility |
Nancy Van Note Chism |
| Title |
Feeling Welcome in the Classroom <br/> |
| -- |
Being Treated as an Individual<br/> |
| -- |
Full Participation in Learning<br/> |
| -- |
Being Treated Fairly<br/> |
| -- |
In Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
11. Problem students (there's almost always at least one!) |
| Title |
Angry, Aggressive, Challenging Students<br/> |
| -- |
Attention Seekers and Students Who Dominates Discussion<br/> |
| -- |
Inattentive Students<br/> |
| -- |
Unprepared Students<br/> |
| -- |
The Flatterer, Disciple, Con Man (or Woman)<br/> |
| -- |
Discouraged, Ready-to-Give-Up Students<br/> |
| -- |
Students Who Are Struggling <br/> |
| -- |
Students With Excuses<br/> |
| -- |
Students Who Want the TRUTH and Students Who Believe That |
| -- |
Everything is Relative<br/> |
| -- |
Students with Emotional Reactions to Sensitive Topics <br/> |
| -- |
In Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
12. Counseling<br/> |
| Title |
E-Mail<br/> |
| -- |
Advising and Program Planning<br/> |
| -- |
Dealing with Psychological Problems <br/> |
| -- |
Potential Suicides<br/> |
| -- |
Individualized Teaching and Mentoring <br/> |
| -- |
In Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Part 4: Adding to Your Repertoire of Skills and Strategies for Facilitating Active Learning |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
13. Teaching students to learn through writing: journals, papers, and reports |
| Title |
A little Theory<br/> |
| -- |
Low-Stakes Writing <br/> |
| -- |
The Student Log or Journal <br/> |
| -- |
The Paper That Counts Toward a Grade<br/> |
| -- |
Teaching Writing, Giving Feedback, and Correcting Papers <br/> |
| -- |
What to Do When a Paper Is to Be Graded<br/> |
| -- |
What About Deadlines and Students Who Miss Them?<br/> |
| -- |
Portfolios <br/> |
| -- |
In Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
14. Reading as active learning |
| Title |
Textbooks<br/> |
| -- |
How Do You Get Students to Do the Assigned Reading?<br/> |
| -- |
In Conclusion <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
15. Active learning: cooperative, collaborative, and peer learning |
| Title |
Peer Learning and Teaching <br/> |
| -- |
Student-led Discussions <br/> |
| -- |
Peer Tutoring<br/> |
| -- |
The Learning Cell<br/> |
| -- |
Team Learning: Syndicate and Jigsaw<br/> |
| -- |
Student Characteristics and Peer Learning<br/> |
| -- |
Why Does Peer Learning Work?<br/> |
| -- |
In Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
16. Problem-based learning: teaching with cases, simulations and games |
| Title |
Problem-based Learning<br/> |
| -- |
The Case Method <br/> |
| -- |
Games and Simulations<br/> |
| -- |
In Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
17. Technology and teaching / |
| Statement of responsibility |
Erping Zhu and Matthew Kaplan |
| Title |
How Will Technology Enhance Teaching and Learning?<br/> |
| -- |
Teaching with Technology<br/><br/> |
| -- |
What Are the Effects of Technology on Teaching?<br/> |
| -- |
In Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
19. Laboratory instruction: ensuring an active learning experience / |
| Statement of responsibility |
Brian Coppola |
| Title |
Laboratory Instruction Styles<br/> |
| -- |
Turning Novice Researchers into Practicing Scientists<br/> |
| -- |
Link to Cognitive Development <br/> |
| -- |
What Research Says<br/> |
| -- |
In Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
20. Facilitating experiential learning: service learning, fieldwork, and collaborative research |
| Title |
Experiential Learning <br/> |
| -- |
What Are the Goals of Experiential Learning?<br/> |
| -- |
How Can We Get Better Outcomes from Experiential Learning?<br/> |
| -- |
In Conclusion<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
21. Using project methods, independent study, and one-on-one teaching |
| Title |
The Project Method <br/> |
| -- |
Small-Group Independent Study<br/> |
| -- |
Research on Variations in Amount of Classroom Time <br/> |
| -- |
Time in Class<br/> |
| -- |
Senior Projects<br/> |
| -- |
One-on-One Teaching<br/> |
| -- |
In Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
22. Teaching by distance education / |
| Statement of responsibility |
Andrew Northedge |
| Title |
Sketching Out the Shape of a Course<br/> |
| -- |
Developing a Teaching Narrative<br/><br/> |
| -- |
Making the Course Manageable<br/> |
| -- |
In Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Part 6: Teaching for Higher-Level Goals |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
23. Teaching students how to learn / |
| Statement of responsibility |
Claire Ellen Weinstein |
| Title |
The Importance of Goals and Self-Reflection <br/> |
| -- |
Increasing Student's Self-Awareness <br/> |
| -- |
Using Existing Knowledge to Learn New Things <br/> |
| -- |
Teaching Domain-specific and Course-specific Strategies <br/> |
| -- |
Methods for Checking Understanding <br/> |
| -- |
Knowing How to Learn Is Not Enough -- Students Must Also |
| -- |
Want to Learn<br/> |
| -- |
Putting It All Together --Executive Control Processes in Strategic Learning <br/> |
| -- |
In Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
24. Teaching thinking / |
| Statement of responsibility |
Jane Halonen |
| Title |
Setting Goals for Thinkings<br/> |
| -- |
Improving Thinking Quality<br/> |
| -- |
In Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
25. Teaching values: should we? Can We? |
| Title |
Should We?<br/> |
| -- |
Can We?<br/> |
| -- |
What Values Should We Teach?<br/> |
| -- |
How Can We Teach Values?<br/> |
| -- |
The Teacher as a Person<br/> |
| -- |
In Conclusion <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Part 7: Lifelong Learning for the Teacher |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
26. Ethics in college teaching / |
| Statement of responsibility |
Marilla Svinicki |
| Title |
Responsibilities to Students<br/> |
| -- |
Responsibilities to Colleagues, the Institution and the Discipline<br/><br/> |
| -- |
Making Ethical Choices<br/> |
| -- |
In Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
27. Vitality and growth throughout your teaching career |
| Title |
How Can You Develop Effective Skills and Strategies?<br/> |
| -- |
Looking nor New Ideas, New Methods, and Alternative Strategies for Handling Problems<br/> |
| -- |
How Can You Get and Use Feedback to Continue to Improve Your Teaching?<br/><br/> |
| -- |
In Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
References |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Index |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
College teaching. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
First year teachers. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Teaching. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Hofer, Barbara |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
