Teaching at Its Best
Jossey-Bass Inc.,U.S. (Verlag)
978-1-119-86022-8 (ISBN)
This higher education playbook provides a wealth of research-backed practices for nearly every aspect of effective teaching throughout higher education. It is filled with practical guidance and proven techniques designed to help you improve student learning, both face-to-face and online. Already a bestselling research-based toolbox written for college instructors of any experience level, Teaching at Its Best just got even better.
What is new? A lot. For this updated 5th edition, Todd Zakrajsek joins Linda Nilson to create a powerful collaboration, drawing on nearly 90 combined years as internationally recognized faculty developers and faculty members. One of the most comprehensive books on effective teaching and learning, the 5th edition of Teaching at its Best brings new concepts, new research, and additional perspectives to teaching in higher education. In this book, you will find helpful advice on active learning, interactive lecturing, self-regulated learning, the science of learning, giving and receiving feedback, and so much more. Each chapter has been revised where necessary to reflect current higher education pedagogy and now includes two reflection questions and one application prompt to reflect on your teaching and stimulate peer discussions.
Discover the value of course design and how to write effective learning outcomes
Learn which educational technology is worthwhile and which is a waste of time
Create a welcoming classroom environment that boosts motivation
Explore detailed explanations of techniques, formats, activities, and exercises—both in person and online
Enjoy reading about teaching strategies and educational concepts
Whether used as a resource for new and seasoned faculty, a guide for teaching assistants, or a tool to facilitate faculty development, this research-based book is highly regarded across all institutional types.
Todd D. Zakrajsek is an Associate Professor in the Department of Family Medicine at the UNC School of Medicine and the President of the International Teaching Learning Cooperative. He provides academic resources for faculty on various topics related to teaching, learning, leadership, faculty development, instructional strategies, and student learning. He has delivered keynote addresses and campus workshops at more than 300 conferences and university campuses. Linda B. Nilson is the Founding Director of Clemson University’s Office of Teaching Effectiveness and Innovation. She is the author of The Graphic Syllabus and the Outcomes Map: Communicating Your Course; Creating Self-Regulated Learners: Strategies to Strengthen Students’ Self-Awareness and Learning Skills; and Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time.
About the Authors xi
Preface xv
Part 1 Teaching Preparation 1
1 Understanding Your Students and How They Learn 3
The Students in Your Course 3
How People Learn 5
How Structure Increases Learning 7
The Cognitive Development of Undergraduates 10
Encouraging Cognitive Growth 12
Teaching Today’s Students 13
Meeting the Challenge 14
Reflection Questions 14
2 Designing Outcomes- Centered Courses 17
Why Outcomes- Centered Course Design? 18
Writing Outcomes 19
Types of Outcomes 20
Types of Cognitive Outcomes 22
Sequencing Outcomes Into a Learning Process 25
Frameworks for Course Design 28
Showing Students Their Learning Process 30
Outcomes- Centered Course Development 30
The Big Picture 33
Reflection Questions 33
3 Including Critical Thinking Into a Course Design 35
The Many Faces of Critical Thinking 36
Common Ground 37
Critical Thinking Outcomes for Your Students 38
Giving Students Practice in Critical Thinking 40
The Goal: Critical Thinking in Everyday Life 44
Reflection Questions 45
4 Deciding What Technology to Use 47
Choosing Technologies Intelligently 47
Models for Implementing Technology 49
Lecture- Related Software 50
The Learning Management System 52
The Flipped Classroom 55
Social Media 57
Mobile Learning in Class 59
Laptops in Class 59
Web Resources 61
The Future of Educational Technology 62
Reflection Questions 63
5 Building a More Complete Syllabus 65
How Extensive? What Tone? 65
Essential Syllabus Items 67
The Graphic Syllabus 71
Ensuring Your Students Read Your Syllabus 72
Adding a Creative Element 74
Reflection Questions 74
6 Following Copyright Guidelines 77
Where Copyright Does and Does Not Apply 78
Common Copyright Misconceptions 78
Free Use: Fair Use, Facts, and Public Domain 79
Printed Text 79
Images 80
In- Class Performances 81
Recording Broadcast Programming 81
Online Materials 82
Obtaining Permission or a License 83
How Copyright Violations Are Actually Handled 84
For Further and Future Reference 84
Reflection Questions 85
Part 2 The Human Side Of Teaching 87
7 Establishing a Positive Learning Community 89
Planning a Welcoming Classroom 90
A Welcoming First Day of Class 91
Learning Students’ Names 96
Maintaining a Welcoming Environment 97
Reflection Questions 98
8 Becoming an Increasingly Inclusive Teacher 99
Inclusive Climate in the Classroom 100
Diverse Perspectives 103
Representation in Course Content 104
Mitigate Inequities In and Out of the Classroom 105
Teaching So Everyone Learns 108
Universal Design for Learning 110
Building Out Inclusive Teaching Skills 110
Reflection Questions 111
9 Enhancing Student Motivation 113
Intrinsic and Extrinsic Motivation 113
Students’ Perceptions of Motivators in Their Courses 114
Perceived Value of College and Its Impact on Motivation 115
Theories of Motivation 115
Fifty Strategies to Motivate Students 119
No Magic Bullets 122
Reflection Questions 123
10 Managing Productive Groups 125
A Group by Any Other Name 125
The Case for Group Learning 126
Cautions About Group Learning 127
Managing and Troubleshooting In- Class Ad Hoc Groups 128
Setting Up, Managing, and Troubleshooting Formal, Project- Based Groups 129
Team- Based Learning 133
Preparing Students for Life 135
Reflection Questions 135
11 Preventing and Responding to Classroom Incivility 137
What Is Incivility? 138
Why the Incivilities? 138
Preventing Incivility 140
Responding Wisely to Incivility 145
Seeking Assistance 148
Reflection Questions 149
12 Preserving Academic Integrity 151
How Prevalent Is Cheating? 152
Why Do Students Cheat? 153
Detecting Cheating 153
Forty Ways to Catch a Cheater or Prevent Cheating 154
Honor Codes 156
Changing Student Values 157
Reflection Questions 157
Part 3 Tried- And- True Teaching Methods 159
13 Matching Teaching Methods with Learning Outcomes 161
Types of Tools 162
A Tool for Organizing Your Course 171
Has Our Knowledge Changed Our Teaching? 172
Reflection Questions 173
14 Lecturing for Student Learning 175
It Isn’t Lecture Versus Active Learning 176
When Lectures Work and Other Lecture Considerations 176
Preparing an Effective Lecture 178
Delivering an Effective Lecture 180
Combining Lecture with Engagement: The Interactive Lecture 181
Teaching Students to Take Good Notes 185
Making the Lecture Effective 187
Reflection Questions 187
15 Leading Effective Discussions 189
When to Choose Discussion 189
Setting the Stage for Discussion at the Start of Your Course 190
Encouraging Participation 191
Skillful Discussion Management 194
Questioning Techniques 197
Organizing Discussion Questions 198
Turning the Tables 201
Reflection Questions 201
16 Coordinating Experiential Learning Experiences 203
Role- Playing 203
Serious Games and Simulations 206
Service- Learning: Moving Learning Out of the Classroom 209
Maximizing the Value of Structured Participatory Learning Experiences 212
Reflection Questions 213
17 Teaching with Inquiry- Guided Methods 215
Definitions of Inquiry- Guided Learning 215
The Effectiveness of Inquiry- Guided Learning 216
The Need for Student Guidance 216
Objects of Inquiry 217
Modes of Inquiry 218
Types of Inquiry- Based Learning 219
Upcoming Inquiry- Guided Methods 222
Reflection Questions 223
18 Creating Engaging Cases 225
The Effectiveness of the Case Method 225
The Subject Matter and Websites for Cases 226
Types of Cases 227
What Makes a Good Case, and How to Write Your Own 228
Facilitating Cases 230
A Postscript for Pioneers 232
Reflection Questions 232
Part 4 Tools and Techniques To Facilitate Learning 233
19 Helping Students Learn How to Learn 235
Learning as an “Inside Job” 235
The Learner’s Questions 237
The Evidence for SRL 237
Activities and Assignments for Every Occasion 241
Sources for Teaching Your Students How to Learn 245
Reflection Questions 245
20 Enhancing Student Success in STEM Disciplines 247
Why We Are Likely Losing STEM Majors 248
Improving Student Learning in STEM Courses: General Advice 249
Improving Student Learning in STEM Courses: Specific Strategies 251
Getting Real in the Lab 254
Online Resources for STEM Education 256
Why STEM Education Is So Important 256
Reflection Questions 257
21 Ensuring Students Prepare for Class 259
Why Students Don’t Prepare 260
How We Can Equip and Induce Students to Come Prepared 262
Four Tools for Holding Students Accountable 266
Managing Your Workload 269
Reflection Questions 269
22 Integrating Styles and Modes of Learning 271
Learning Styles 271
Learning Styles Myth 272
Modes of Learning 273
Examples of Visuals for Learning 279
Combining Modes 283
Reflection Questions 283
23 Improving Student Performance with Feedback 285
Feedback Fails and Suggestions for Success 285
Metacognition as Feedback 288
Peer Feedback 289
Classroom Assessment Techniques 289
During- the- Term Student Feedback on Teaching 291
The Power of Feedback 292
Reflection Questions 293
Part 5 Assessment and Grading 295
24 Helping Students to Prepare for Exams 297
Importance of Helping Students to Prepare 297
Test Preparation Measures 298
Measures to Ensure Students Understand Our Language 301
Anxiety- Reduction Measures 301
What the Effort Is Worth 302
Reflection Questions 303
25 Constructing Student Assessments for Grading 305
General Testing Guidelines 305
Objective Test Items 307
Constructed- Response Test Items and Assignments 314
Using Assessments to Make Teaching Adjustments 318
Reflection Questions 318
26 Grading Student Assessments 319
Grading Systems 319
Grading Constructed Responses 320
Grading Lab Reports 327
Mechanics of Writing 327
Specifications (Specs) Grading 328
Returning Students’ Work 329
Ungrading 330
Grades Should Make Sense 331
Reflection Questions 331
27 Defining and Documenting Teaching Effectiveness 333
What Is Teaching Effectiveness? 333
What Student Ratings Do and Do Not Measure 334
How to Improve Your Student Ratings 336
Documenting Your Effectiveness 338
A Comprehensive Faculty Evaluation System 344
Complex and Essential 347
Reflection Questions 347
Appendix: Support Resources at Your Institution 349
References 355
Name Index 397
Subject Index 405
| Erscheinungsdatum | 27.02.2023 |
|---|---|
| Verlagsort | New York |
| Sprache | englisch |
| Maße | 213 x 274 mm |
| Gewicht | 862 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie |
| Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung | |
| ISBN-10 | 1-119-86022-9 / 1119860229 |
| ISBN-13 | 978-1-119-86022-8 / 9781119860228 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
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