Teaching at Its Best

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