TY - BOOK AU - McKeachie,Wilbert J. AU - Hofer,Barbara TI - McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers SN - 9780618116492 (pbk) PY - 2002/// CY - New York, NY PB - Houghton Mifflin Co. KW - College teaching KW - First year teachers KW - Teaching N1 - 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 /; Barbara Hofer; Motivation Theory ; Putting Motivation Theory into Practice ; In Conclusion; 10. Valuing student differences; Nancy Van Note Chism; Feeling Welcome in the Classroom ; Being Treated as an Individual ; Full Participation in Learning ; Being Treated Fairly ; In Conclusion; 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 /; Erping Zhu and Matthew Kaplan; How Will Technology Enhance Teaching and Learning? ; Teaching with Technology ; What Are the Effects of Technology on Teaching? ; In Conclusion; 19. Laboratory instruction: ensuring an active learning experience /; Brian Coppola; Laboratory Instruction Styles ; Turning Novice Researchers into Practicing Scientists ; Link to Cognitive Development ; What Research Says ; In Conclusion; 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; Andrew Northedge; Sketching Out the Shape of a Course ; Developing a Teaching Narrative ; Making the Course Manageable ; In Conclusion; Part 6: Teaching for Higher-Level Goals; 23. Teaching students how to learn /; Claire Ellen Weinstein; 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; 24. Teaching thinking /; Jane Halonen; Setting Goals for Thinkings ; Improving Thinking Quality ; In Conclusion; 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 /; Marilla Svinicki; Responsibilities to Students ; Responsibilities to Colleagues, the Institution and the Discipline ; Making Ethical Choices ; In Conclusion; 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? ; In Conclusion; References; Index ER -