McKeachie's Teaching Tips : Strategies, Research, and Theory for College and University Teachers /
Wilbert J. McKeachie & Barbara Hofer.
- 11th ed.
- New York, NY : Houghton Mifflin Co., 2002.
- xxii, 371 p. ; ill. ; 21 cm.
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.
Includes bibliographical references (p. 335-355) and index.
Preface A Special Preface for Teaching Assistants and Graduate Student Instructors 1. Introduction The College or University Culture Research Versus Teaching? In Conclusion 2. Countdown for course preparation Time: Three Months Before the First Class Time: Two Months Before the First Class Time: One Months Before the First Class Time: Two Weeks Before the First Class Time: One Week Before the First Class 3. Breaking the Ice Breaking the Ice Problem Posting Introducing the Syllabus Introducing the Textbook Assessing Prior Knowledge Questions What About Subject Matter? In Conclusion Part 2: Basic Skills for Facilitating Student Lerarning 4. Facilitating discussion: posing problems, listening, questioning A Little Bit of Theory Problems in Teaching by Discussion Barriers to Discussion What Can I Do About Nonparticipants? The Discussion Monopolizer How Can We Have a Discussion If the Students Haven't Read the Assignment? Handling Arguments and Emotional Reactions Teaching Students How to Learn Through Discussion Taking Minutes or Notes, Summarizing Online Discussions In Conclusion 5. How to make lectures more effective Research on the Effectiveness of Lectures What Are Lectures Good For? A Little Bit of Theory Planning Lectures Preparing Your Lecture Notes
Organization of Lecutres How Can Lectures Be Improved? Teaching Students How to Be Better Listeners How Do Students Process the Contents of a Lecture? Should Students Take Notes? How to Get Students Actively Thinking in a Lecture Situation Distribution of Lecture and Discussion Time In Conclusion 6. Assessing, testing, and evaluating: grading is not the most important function Reducing Students Frustration and Agression Planning Methods of Testing and Assessment When to Test Test Construction Helping Students Become Test-Wise Administering the Test After the Test Other Methods of Assessing Learning In Conclusion 7. What to do about cheating How do Students Cheat? Preventing Cheating Handling Cheating
In Conclusion 8. The ABC's of assigning grades Do Grades Provide Information Useful for Decision Making? Contract Grading Competency-based Grading Assigning Grades Grading on the Curve: A Mild Reprise What About the Student Who Wants a Grade Changed? Relevant Research In Conclusion Part 3: Understanding Students 9. Motivation in the college classroom / Motivation Theory Putting Motivation Theory into Practice In Conclusion Barbara Hofer 10. Valuing student differences / Feeling Welcome in the Classroom Being Treated as an Individual Full Participation in Learning Being Treated Fairly In Conclusion Nancy Van Note Chism 11. Problem students (there's almost always at least one!) Angry, Aggressive, Challenging Students Attention Seekers and Students Who Dominates Discussion Inattentive Students Unprepared Students The Flatterer, Disciple, Con Man (or Woman) Discouraged, Ready-to-Give-Up Students Students Who Are Struggling Students With Excuses Students Who Want the TRUTH and Students Who Believe That Everything is Relative Students with Emotional Reactions to Sensitive Topics In Conclusion 12. Counseling E-Mail Advising and Program Planning Dealing with Psychological Problems Potential Suicides Individualized Teaching and Mentoring In Conclusion Part 4: Adding to Your Repertoire of Skills and Strategies for Facilitating Active Learning 13. Teaching students to learn through writing: journals, papers, and reports A little Theory Low-Stakes Writing The Student Log or Journal The Paper That Counts Toward a Grade Teaching Writing, Giving Feedback, and Correcting Papers What to Do When a Paper Is to Be Graded What About Deadlines and Students Who Miss Them? Portfolios In Conclusion 14. Reading as active learning Textbooks How Do You Get Students to Do the Assigned Reading? In Conclusion 15. Active learning: cooperative, collaborative, and peer learning Peer Learning and Teaching Student-led Discussions Peer Tutoring The Learning Cell Team Learning: Syndicate and Jigsaw Student Characteristics and Peer Learning Why Does Peer Learning Work? In Conclusion 16. Problem-based learning: teaching with cases, simulations and games Problem-based Learning The Case Method Games and Simulations In Conclusion 17. Technology and teaching / How Will Technology Enhance Teaching and Learning? Teaching with Technology
What Are the Effects of Technology on Teaching? In Conclusion Erping Zhu and Matthew Kaplan 19. Laboratory instruction: ensuring an active learning experience / Laboratory Instruction Styles Turning Novice Researchers into Practicing Scientists Link to Cognitive Development What Research Says In Conclusion Brian Coppola 20. Facilitating experiential learning: service learning, fieldwork, and collaborative research Experiential Learning What Are the Goals of Experiential Learning? How Can We Get Better Outcomes from Experiential Learning? In Conclusion 21. Using project methods, independent study, and one-on-one teaching The Project Method Small-Group Independent Study Research on Variations in Amount of Classroom Time Time in Class Senior Projects One-on-One Teaching In Conclusion 22. Teaching by distance education / Sketching Out the Shape of a Course Developing a Teaching Narrative
Making the Course Manageable In Conclusion Andrew Northedge Part 6: Teaching for Higher-Level Goals 23. Teaching students how to learn / The Importance of Goals and Self-Reflection Increasing Student's Self-Awareness Using Existing Knowledge to Learn New Things Teaching Domain-specific and Course-specific Strategies Methods for Checking Understanding Knowing How to Learn Is Not Enough -- Students Must Also Want to Learn Putting It All Together --Executive Control Processes in Strategic Learning In Conclusion Claire Ellen Weinstein 24. Teaching thinking / Setting Goals for Thinkings Improving Thinking Quality In Conclusion Jane Halonen 25. Teaching values: should we? Can We? Should We? Can We? What Values Should We Teach? How Can We Teach Values? The Teacher as a Person In Conclusion Part 7: Lifelong Learning for the Teacher 26. Ethics in college teaching / Responsibilities to Students Responsibilities to Colleagues, the Institution and the Discipline
Making Ethical Choices In Conclusion Marilla Svinicki 27. Vitality and growth throughout your teaching career How Can You Develop Effective Skills and Strategies? Looking nor New Ideas, New Methods, and Alternative Strategies for Handling Problems How Can You Get and Use Feedback to Continue to Improve Your Teaching?