McKeachie's teaching tips : straegies, research, and theory for college and university teachers

Svinicki, Marilla D. 1946- (author.). McKeachie, Wilbert James, 1921- (author.). Nicol, David, (contributor.). McKeachie, Wilbert James, 1921- Teaching tips. (Added Author).

Summary: This indispensable handbook provides helpful strategies for dealing with both the everyday challenges of university teaching and those that arise in efforts to maximize learning for every student. The suggested strategies are supported by research and adaptable to specific classroom situations. Rather than suggest a "set of recipes" to be followed mechanically, the book gives instructors the tools they need to deal with the ever-changing dynamics of teaching and learning.

Record details

ISBN: 9781133936794
ISBN: 1133936792
Physical Description: print
xxiii, 392 pages ; 21 cm
Edition: Fourteenth edition.
Publisher: Belmont, California : Wadsworth, Cengage Learning, [2014]
Copyright: ©2014

Content descriptions

General Note:	Revised edition of: McKeachie's teaching tips / Wilbert J. McKeachie. c2006.
Bibliography, etc. Note:	Includes bibliographical references (pages 340-374) and index.
Formatted Contents Note:	Preface -- Part 1: Getting Started: -- Introduction: -- College or university culture -- In conclusion -- Countdown For Course Preparation: -- Time: Three months before the first class: -- Identify the student learning goals, or outcomes -- What goals? -- Order textbooks, lab supplies, or other resources students may need -- Time: Two months before the first class: -- Create a syllabus for the course -- Time: One month before the first class: -- Begin preparing class session plans -- Choose appropriate teaching methods -- Select appropriate technology -- Time: Two weeks before the first class: -- Check resources -- Start a portfolio or teaching journal -- Time: One week before the first class -- Supplementary reading -- Meeting A Class For The First Time: -- Setting the stage -- Breaking the ice -- Alleviating anxiety: -- Syllabus and course structure -- Testing, grading, and fairness -- Strategies for succeeding -- Building community: -- Reciprocal interviewing -- Question posting -- Prioritizing class goals -- Assessing prior knowledge -- Questions and reactions -- What about subject matter? -- Supplementary reading -- Part 2: Basic Skills For Facilitating Student Learning: -- Reading As Active Learning: -- Textbooks or texts? -- Research on learning from reading: -- Sample reading strategy students can use -- How do you get the students to read the assigned readings in the first place?: -- Build links to the course as a whole frequently -- Use the readings in class exercises -- Build reading assessment into the grading structure -- Bottom line -- Supplementary reading -- Facilitating Discussion: -- Task in teaching by discussion -- Helping students prepare for discussion -- Conducting a discussion: getting started: -- Starting discussion with a common experience -- Starting discussion with a controversy -- Starting discussion with questions -- Starting discussion with a problem or case -- Conducting the discussion: moving things along: -- Listening, responding, and modeling discussion behavior -- Conducting the discussion: common problems: -- Students' reluctance to participate -- Involving nonparticipants -- What about a student who monopolizes? -- What if the students haven't read the material? -- Handling conflicts and arguments -- Conducting the discussion: teaching students to learn through discussion -- Conducting the discussion: minutes, summaries, and drawing to a close -- Student-led discussions -- Online discussions -- In conclusion -- Supplementary reading -- How To Make Lectures More Effective: -- Research on the effectiveness of lectures -- What are lectures good for? -- Planning lectures -- Preparing your lecture notes -- Organization of lectures: -- Introduction -- Body of the lecture -- How can lectures be improved?: -- Attention -- What can be done to maintain attention? -- Teaching students how to be better listeners -- How do students process the content of a lecture? -- Should students take notes? -- In conclusion -- Supplementary reading -- Assessing, Testing, And Evaluating: Grading Is Not The Most Important Function: -- Planning methods of assessment: -- Institutional purpose for your course assessments -- Methods of assessing learning: -- Tests: in and out of class -- Performance assessment (authentic assessment) -- Graphic representations of concepts -- Journals, research papers, and annotated bibliographies -- Portfolios -- Peer assessment -- Assessing group work -- Embedded assessment -- Classroom assessment -- In conclusion -- Supplementary reading -- Testing: The Details: -- When to test -- Constructing the test: -- Choosing the type of question -- How many questions should you use? -- Tests from the student perspective -- Reducing student frustration and aggression -- Helping students become test-wise: -- Taking multiple-choice tests -- Taking essay tests -- Why teach test taking? -- Administering the test -- Alternative testing models gaining favor: -- Group or team-based testing -- Online testing -- What to do about cheating: -- Why do students cheat? -- How do students cheat? -- Preventing cheating -- Handling cheating -- After the test: -- Grading objective tests -- Grading essay questions -- Helping yourself learn from the test -- Returning test papers -- Helping students learn from a test -- Dealing with an aggrieved student -- What do you do about the student who missed the test? -- In conclusion -- Supplementary reading -- Good Designs For Written Feedback For Students: -- Formulation of written feedback comments: -- Understandable, selective, and specific -- Timely -- Nonjudgmental and balanced -- Contextualized -- Forward-looking and transferable -- Fostering feedback dialogues -- Making teacher feedback contingent on learners' needs -- Supplementing teacher feedback with peer feedback: -- Collaborative assignment production -- Peer commenting on assignments -- Learning through peer collaboration an review -- Activating and strengthening inner feedback: -- Harnessing inner feedback: more frequent tasks -- Having students reflect on teacher-provided comments -- Strengthening self-assessment -- In conclusion -- Supplementary reading -- Assigning Grades: What Do They Mean?: -- Do grades provide information useful for decision making? -- Can we trust grades?: -- Validity of the measurement -- Reliability of the scores -- Assigning grades: on a curve or against a standard? -- Reducing student anxiety about grades -- What about the student who wants a grade changed? -- Grades vs learning: some related research -- In conclusion -- Supplementary reading -- Part 3: Understanding Students: -- Motivation In The College Classroom: -- Motivational theories: an overview: -- Autonomy and self-determination -- Intrinsic and extrinsic motivation -- Expectancy-value theory -- Mastery and performance goals -- Social motivation and other goals -- Attribution theory -- Motivational power of beliefs about intelligence -- Putting motivation theory into practice -- Supplementary reading -- Teaching Culturally Diverse Students: -- Culture and communication: -- Nonverbal communication -- Verbal communication -- Motivation and stress: -- Cultural differences in motivation -- Cultural stressors -- Increasing motivation -- Dealing with stressors -- Tailoring our teaching methods: -- Offer multiple ways for students to learn -- Be concrete -- Enhance performance measurement -- Choose appropriate nonverbal behaviors -- Be accessible -- In conclusion -- Suggested readings -- Appendix --
Language Note:	Text in English.