There is no better method than classroom discussion to actively engage students with course material. Most faculty are not aware that there is an extensive body of research on the topic from which instructors can learn to facilitate exceptional classroom discussion. Discussion in the College Classroom is a practical guide which utilizes that research, frames it sociologically, and offers advice, along with a wide variety of strategies, to help you spark a relevant conversation and steer it toward specific learning goals.
Offers administrators, faculty, and students both the theoretical grounding and practical guidelines needed to develop student-faculty partnerships that affirm and improve teaching and learning in higher education. Provides theory and evidence to support new efforts in student-faculty partnerships. Describes various models for creating and supporting such partnerships. Helps faculty overcome some of the perceived barriers to student-faculty partnerships. Suggests a range of possible levels of partnership that might be appropriate in different circumstances. Includes helpful responses to a range of questions as well as advice from faculty, students, and administrators who have hands-on experience with partnership programs. Balancing theory, step-by-step guidelines, expert advice, and practitioner experience, this book is a comprehensive why- and how-to handbook for developing a successful student-faculty partnership program.
Introduces seven general principles of how students learn. The authors have drawn on research from a breadth of perspectives (cognitive, developmental, and social psychology; educational research; anthropology; demographics; organizational behavior) to identify a set of key principles underlying learning, from how effective organization enhances retrieval and use of information to what impacts motivation. Integrating theory with real-classroom examples in practice, this book helps faculty to apply cognitive science advances to improve their own teaching.
Higher education institutions are more diverse than ever before, as are the students they serve. There is no one approach that will work for teaching all students in all circumstances. This book offers a succinct description of several pedagogical paths available to faculty that can actively engage all students. In addition to providing the most recent information on learning and assessment, individual chapters tackle different approaches, including critical pedagogy, contemplative pedagogy, strengths-based teaching, and cooperative/collaborative learning.
Packed with practical guidance, proven techniques, and expert perspectives, this book helps instructors improve student learning both face-to-face and online. Chapters on building critical thinking into course design, creating a welcoming classroom environment, helping students learn how to learn, giving and receiving feedback, and teaching in multiple modes, along with the latest research and new questions to facilitate faculty discussion. Topics include new coverage of the flipped classroom, cutting-edge technologies, self-regulated learning, the mental processes involved in learning and memory, and more, in the accessible format and easy-to-understand style that has made this book a much-valued resource among college faculty.
Each of the one hundred and one entries: describes an approach and lists its essential features and elements demonstrates how that approach has been used in education, including specific examples from different disciplines reviews findings from the research literature describes techniques to improve effectiveness. Teaching for Learning provides instructors with a resource grounded in the academic knowledge base, written in an easily accessible, engaging, and practical style.
Creative and interactive activities to get all your students talking and learning, from the first class to final review. Help students learn more and retain that knowledge longer by teaching them how to question, debate, annotate, imitate, write, draw, map, stage, or perform. A collection of successful approaches for teaching fiction, poetry, and drama and their historical, cultural, and literary contexts, this indispensable book showcases the tried and true alongside the fresh and innovative.
Makes the case for maintaining--even while re-imagining and re-inventing--the place of the survey as a transformative experience for literature students. The volume is at once a set of practical suggestions for working teachers (including sample documents like worksheets and syllabi) and a provocative engagement with the question of what introductory courses can and should be.