More Quick Hits

Description

Sequel to popular Quick Hits with focus on learning.

This sequel to the popular Quick Hits puts the focus on learning. More Quick Hits offers simple but successful strategies that award-winning teachers have found help promote student understanding and retention. The book also tells how to create the best environment in which to teach the courses you love.

Sujets

• EDUCATION
• Pedagogy
• General officer
• General

Informations

• Publié par: Indiana University Press
• Date de parution: 22 septembre 1998
• Nombre de lectures: 0
• EAN13: 9780253028129
• Langue: English

Extrait

MORE QUICK HITS
MORE QUICK HITS
Successful Strategies by Award-Winning Teacher
Edited by S. Holly Stocking Eileen T. Bender Claude H. Cookman J. Vincent Peterson Robert B. Votaw
With the editorial assistance of Karen Everdon Angie Wu
INDIANA UNIVERSITY PRESS Bloomington • Indianapolis
This book is a publication of
Indiana University Press
601 North Morton Street
Bloomington, IN 47404–3797 USA
http://www.indiana.edu/~iupress
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© 1998 by Indiana University Faculty Colloquium on Excellence in Teaching
All rights reserved
No part of this book may be reproduced or utilized in any form or by any means, electronic, or mechanical, including photocopying and recording, or by any information storage and retrieval system, without permission in writing from the publisher. The Association of American University Presses’ Resolution on Permissions constitutes the only exception to this prohibition.
The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ANSI Z39.48–1984.
Manufactured in the United States of America
Library of Congress Cataloging-in-Publication Data
More quick hits: successful strategies by award-winning teachers / edited by S. Holly Stocking ... [et al.]; editorial assistance by Karen Everdon, Angie Wu.
      p. cm.   “Sequel to Quick hits”—Introd.
  Includes bibliographical references.
  ISBN 0–253–21238–3 (pbk.: alk. paper)
  1. College teaching—Indiana—Case studies. 2. College teachers—Indiana—Case studies. 3. Indiana University—Faculty. I. Stocking, S. Holly. II. Quick Hits LB2331.M58   1998 378.1’25’09772—dc21
98–20679
1 2 3 4 5 03 02 01 00 99 98
Contents
Foreword by Myles Brand
Introduction
1. Designing courses and environments for learning
Too much fun to be work?
Collaborative syllabus
Facilitating discussion through review
Chemistry party animals
Passport for non-traditional students
Mixing student levels can improve discussion
Agenda for the classroom
Language-learning and student involvement
Top ten lists
The compleat discussion section
The power of the bad example
Quick wits
2. Creating learning communities
Checking in/checking out
Seriously seeking playful writing
Revisiting the journal
It’s her idea, not mine
Collaborative fieldwork
Case study in transparent teaching
The autobiographical collage
Just their type
Who am I?
Launching self-propelled people
Teach locally, learn globally
Collaboration in large classes
Using a ‘contract’ on a commuter campus
First-day questions
Learning students’ names
A piece of the learning puzzle
Socializing the classroom
From competition to community
Exploring diversity through storytelling
A classy ice-breaker
Quick wits
3. Fostering critical and creative thinking
How to be (gasp!) New Yorkers
Dig into primary sources
Challenging students’ beliefs
What’s new in the world today?
Developing solid arguments
Debating controversial issues
Organized chaos in the classroom
Is it just me, or is this guy crazy?
Questions for critical reading and discussion
Create a poem, a skit, a song...
A question of understanding
Don’t confuse the model with reality
Research projects and job skills
Teaching language through literature
Issue papers: Short and to the point
Professional journal scan
Finding poetry
Helping students understand ADD
Quick wits
4. Helping students direct their own learning
The five habits of successful students
The toughest test of all
Learning from exam results
‘Just’ an opinion paper?
‘The totalitarian classroom’
Creating a future
Argument? Discussion? What’s the difference?
A syllabus for active inquirers
Shifting responsibility for learning
Exams as diagnostic tools
Weaning students from dependency
Teaching to learn
Helping students reframe criticism
Imparting the courage to fail
Practice, practice, practice
5. Service and learning
Pro bono public relations promotes learning
The community as a learning resource
Fostering reflection about service
Service-learning in a community project
Community-service writing
Service-learning: Building an ethic of caring
Environmental action and service projects
LeaderLab
Passing the torch
6. Technology and learning
Learning from a television miniseries
Putting it on the Web
Choosing and using video for learning
Better learning through technology?
Closing the distance in distance-learning
Raiding virtual libraries
Learning on the listserv
Classes for the MTV generation
Creating interactive lectures on video
Active learning in the computer classroom
Team-teaching at a distance
Take me out to the movies
7. Using assessment and evaluation for learning
Evolving peer-review
Quizzes to end classroom silence
Writing across the curriculum: Peer-critique
Reduce test stress: Use exam cards
Assessment of student learning by teachers
Assessment of teachers by students
Collaborative exams
Self-graded student participation
Multiple choice, multiple insights
Using counter-arguments for assessment
Recording class participation
Assessing basic skills of a discipline
No-penalty quizzes
An assignment/learning/evaluation sheet
Reducing students’ resistance to grades
Is there a Lake Woebegone syndrome?
In lieu of the practice exam
Clarifying student expectations about exams
Stress-free practical exams
No whining: The value of one-page appeals
Student-teacher snail-mail
Mini-journals
Uncovering prior knowledge
What did you learn today?
Thumbs up or thumbs down
The one-minute paper
Optional assignments
Grading exams fairly
Instant feedback on exams
Peer-evaluation of teaching
Quick wits
8. Learning to teach and teaching to learn
Taking the risk to team-teach
Team-teaching with your eyes open
From my teachers I have learned
‘I teach people’
Prepping for essay exams
Training teachers through peer-mentoring
No pat on the back in order
Less teaching, more learning?
General rules for enthusiasm
Evaluating ourselves
Engaging associate instructors in the course
What associate instructors need to know
A hit is a hit is a hit (Not!)
A new look at class preparation
Students teaching teachers
FOILed again
The critical reading guide
Learning is a matter of perspective
Quick wits
9. Quick list: Recommended books on teaching
Mary Rose O’Reilly. The Peaceable Classroom
Parker J. Palmer. To Know as We are Known: Education as a Spiritual Journey
Barry M. Kroll. Teaching Hearts and Minds: College Students Reflect on the Vietnam War in Literature
Robert Boice. First-Order Principles for College Teachers: Ten Basic Ways to Improve The Teaching Process
Anthony F. Grasha. Teaching With Style: A Practical Guide to Enhancing Learning by Understanding Teaching and Learning Styles
Betty LaSere Ericson, Diane Weltner Strommer. Teaching College Freshmen
Mike Rose. Lives on The Boundary: The Struggles and Achievements of America’s Underprepared
Sheila Tobias. They’re Not Dumb, They’re Just Different
Audrey B. Champagne, Leslie E. Hornig. Science Teaching
David Denby. Great Books: My Adventure with Homer, Rousseau, Woolf, and Other Indestructible Writers of the Western World
Joseph Gibaldi, series editor. Approaches to Teaching World Literature Series
Parker J. Palmer. The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life
Peter M. Senge. Leading Learning Organizations: The Bold, The Powerful, and The Invisible
Pat Hutchings. Making Teaching Community Property: A Menu for Peer-Collaboration and Peer-Review
Carl Rogers. Freedom to Learn
C. Wright Mills. The Sociological Imagination
Index of contributors
Index of subjects
Foreword
Good teaching is hard work. No one better knows that than good teachers, which is why they are constantly on the lookout for ways to improve what they teach, how they teach, and especially how students learn.
Good teachers are thoughtful and reflective; they go beyond rote transmission of information. They are open to new ideas and innovative approaches, and they realize that they can gain from the experience and expertise of others.
In fact, good teachers are great learners. Not only do they master a given subject, they also throw themselves into the study of new methods of presentation, including the best uses of the growing number of information technology tools. They