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  • Svinicki, Marilla D., 1946- author.
     
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  • College teaching.
     
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  • First year teachers.
     
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  • Teaching.
     
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  • Teaching -- Methods.
     
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  •  Svinicki, Marilla D., 1946- author.
     
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  •  McKeachie's teaching...
     
     
     
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    McKeachie's teaching tips : srategies, research, and theory for college and university teachers / Marilla D. Svinicki and Wilbert J. McKeachie ; with chapters by David Nicol [and others].
    by Svinicki, Marilla D., 1946- author.
    Belmont, California : Wadsworth, Cengage Learning, [2014]
    Subjects
  • College teaching.
  •  
  • First year teachers.
  •  
  • Teaching.
  •  
  • Teaching -- Methods.
  •  
  • Faculty.
  •  
  • Universities.
  • ISBN: 
    9781133936794
    1133936792
    Description: 
    xxiii, 392 pages ; 21 cm
    Edition: 
    Fourteenth edition.
    Contents: 
    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 --
    Different Students, Different Challenges: -- Intellectual/academic challenges: -- Argumentative students -- Students who are at different stages of cognitive development -- Students who are underprepared for the course or struggling -- Class management challenges: -- Attention seekers and students who dominate discussions -- Inattentive students who dominate discussions -- Inattentive students -- Students who come to class unprepared -- Students who are uncivil -- Emotional challenges: -- Angry students -- Discouraged, ready-to-give-up students -- Students with emotional reactions to sensitive topics -- Dealing with psychological problems -- Potential suicides -- In conclusion -- Supplementary reading -- Part 4: Adding To Your Repertoire Of Skills And Strategies For Facilitating Active Learning: -- Active Learning: Group-Based Learning: -- Value of active learning itself -- Value of active learning in groups -- Why does peer learning work? -- Group learning: variations on the theme: -- Peer tutoring -- Learning pair: from learning cells to think-pair-share -- Team learning: syndicate and jigsaw -- Online groups: synchronous and asynchronous -- Team-based learning -- Learning communities -- Issues in designing group work -- In conclusion -- Supplementary reading -- Experiential Learning: Case-Based, Problem-Based, And Reality-Based: -- Argument for experiential learning -- Essence of experiential learning -- Types of experiential learning representing levels of reality: -- Case method -- Problem-based learning -- Games, simulations, and role-playing -- Field experience -- In conclusion -- Supplementary reading -- Using High-Stakes And Low-Stakes Writing To Enhance Learning: -- Little theory: high stakes and low stakes: -- High-stakes assignments -- Low-stakes writing -- Low-stakes writing: -- Kinds -- Occasions -- handling low-stakes writing -- High-stakes writing: -- Topics and assignments -- Criteria for evaluation -- Multiple papers and multiple drafts -- Worst-case scenario -- Responding to high-stakes papers -- Middle-stakes assignments: think pieces -- Peer response -- About correctness: spelling and grammar -- Technology and writing: -- Process of writing -- Revising -- Dialogic, collaborative dimension of writing -- Teacher's role with technology -- About grading: -- Portfolios -- Contract grading -- Preventing-and handling-plagiarism -- In conclusion -- Supplementary reading -- Technology And Teaching: -- How will technology enhance teaching and learning? -- Teaching with technology: -- Content -- Instructor -- Students -- Technology tools -- Teaching online or at a distance -- Handling the technology boom -- What is the impact of technology on teaching and learning? -- In conclusion -- Supplementary readings -- Part 5: Skills For Use In Other Teaching Situations: -- Teaching Large Classes (You Can Still Get Active Learning!): -- Blended learning as an alternative strategy -- Facilitating active learning: -- Encouraging student writing in large classes -- Student anonymity -- Organization is the key: -- Giving tests in large classes -- Communicating with large classes -- Coordinating Multisection courses -- Training and supervising teaching assistants -- In conclusion -- Supplementary reading -- Laboratory Instruction: Ensuring An Active Learning Experience: -- Styles of laboratory instruction: -- Expository instruction -- Inquiry instruction -- Discovery instruction -- Problem-based learning -- Studio instruction brings together the arts and sciences -- Turning novice researchers into practicing scientists -- Wet, dry, and in silico -- What research says -- In conclusion -- Supplementary reading -- Part 6: Teaching For Higher-Level Goals: -- Teaching Students How To Become More Strategic And Self-Regulated Learners: -- What are the characteristics of strategic learners? -- Importance of goals and self-reflection -- Increasing students' self-awareness -- Using existing knowledge to help 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 process in strategic learning -- What instructors can do to help their students succeed in online or blended instructional environments -- In conclusion -- Supplementary reading -- Teaching Thinking: -- What are we up against? -- Thinking pedagogy as a confused landscape -- Frameworks that support teaching thinking: -- How do thinking skills vary in complexity? -- How do thinking characteristics change over time in college? -- How does motivation influence thinking success? -- How does intelligence influence thinking capacity? -- How does learning style influence thinking development? -- What role does emotion play in thinking success? -- How does content complexity influence thinking success? -- Improving thinking quality -- In conclusion -- Supplementary reading -- Ethics Of Teaching: -- Responsibilities to students: -- To encourage the free pursuit of learning -- To demonstrate respect for students -- To respect confidentiality -- To model the best scholarly and ethical standards -- To foster honest academic conduct and to ensure fair evaluation -- To avoid exploitation, harassment, or discrimination -- Making ethical choices -- In conclusion -- Supplementary reading -- Part 7: Lifelong Learning As A Teacher: -- Vitality And Growth Throughout Your Teaching Career: -- How can you develop effective skills and strategies?: -- Looking for new ideas, methods, and strategies -- How can you get feedback to help you continue to improve? -- Keys to improvement with feedback from students -- In conclusion -- Supplementary reading -- References -- Index.
    NOTE: 
    Revised edition of: McKeachie's teaching tips / Wilbert J. McKeachie. c2006.
    Text in English.
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