pdf Teaching Tips: A Guide-Book for the Beginning College TeacherAuthor Wilbert J. McKeachie – Vivefutbol.co

McKeachie S Teaching Tips Is A Handbook Designed To Provide Helpful Strategies For Dealing With Both The Everyday Problems Of Teaching At The University Level, And Those That Pop Up In Trying To Maximize Learning For Every Student The Suggested Strategies Are Supported By Research And Are Grounded In Enough Theory To Enable Teachers To Adapt Them To Their Own Situations The Author Does Not Suggest A Set Of Recipes To Be Followed Mechanically, But Gives Teachers The Tools They Need To Deal With The Ever Changing Dynamics Of Teaching And Learning


10 thoughts on “Teaching Tips: A Guide-Book for the Beginning College Teacher

  1. says:

    The new teacher who has techniques for breaking the ice, for encouraging class participation, and for getting the course organized is like to get off to a good start p 4 As a result, instructors who attempt to teach with new methods may find they are frustrating the expectations their students have developed in the culture of the college So, if you are trying something new, be sure that students understand why the new method is likely to be valuable p 4 What is important is learning, not teaching p 5 Teachers can occasionally be wrong If they are wrong too often, they should not be teaching If they are never wrong, they belong in heaven, not a college classroom p 5 Classes are as unique as students in them, so they can be unpredictable p 5 An important goal of college and university teaching is that of increasing the students student s motivation and ability to continue learning after they leave college p 5 One key to improvement is reflection thinking about what you want to accomplish, and what you and the students need to do to achieve these goals p 5 Every teacher is a work in progress, no matter how long they ve been at it p 5 You can see that they the components of course planning don t follow an orderly, linear pattern Instead, all of the pieces are interconnected to student learning, so you move back and forth as you progress p 6 Providing suggestions about how to learn your content, how to read the text materials, and even how to prepare for class can help the students feel like you are aware they might be new to this content and need some extra help p 22 McKinney, Franluk, and Schweitzer 2006 have identified six qualities of a classroom that seems to be at the basis of feelings of community They are connection, participation, safety, support, belonging and empowerment p 22 For the first class meeting you might say What sorts of concerns or issues do you think we might deal with What are your expectations for this course What goals do you have for this course What have you heard about this course p 23 On assessing prior knowledge, Another strategy I ve used is to list the main topics and then, using a scale of 1 to 5, I have the students indicate how familiar they are with each topic p 24 Research today has demonstrated that working through the examples is one of the best strategies for this type of skill learning p 29 In teaching by discussion, the instructor is faced with several tasks 1 Helping students prepare for discussion.2 Getting and maintaining participation in the discussion.3 Facilitating the discussion in a way that progress is made.4 Helping students learn and practice the process of civil discourse.5 Listening to the students supportively to make the class a safe place to express ideas p 39 Research on student ratings of teaching as well as on student learning indicates that the enthusiasm of the lecturer is an important factor in affecting student learning and motivation p 59 While there are times when this typical lecturing is useful, often your job is less knowledge dispensing, and about teaching students how to learn and think That kind of lecture involves analyzing materials, formulating problems, developing hypotheses, bringing evidence to bear, and criticizing and thinking and involving students in the process p 60 Because of this, you should go slowly in the first weeks of a course, pause to allow students with poor backgrounds time to take notes, and give everyday types of examples p 60 In every class, there is student diversity not only in background knowledge, but also in motivation, skills for learning, beliefs about what learning involves, and preferences for different ways of learning p 61 The use of such PowerPoint slides has gotten a lot of negative publicity mostly because of the lecturer s tendency to use them as a crutch than an organizing system p 62 Too often we get immersed in covering the subject that we forget to ask, What do I really want students to remember from this lecture next week, next year p 62 As is indicated in all of the chapters of this book, you are not making impressions on a blank slate Rather, our task in teaching is to help students reorganize existing cognitive structures to add new dimensions or new features to existing structures p 63 One suggestion for organization is that the introduction of the lecture should point to a gap in the student s existing cognitive structure or should challenge tor raise a question about something in the student s existing method of organizing material in order to arouse curiosity p 63 If students know what they are expected to learn from a lecture, they learn of that material p 63 The enemy of learning is the teacher s need to cover the content at all costs p 64 Most lecturers recognize that they need to check student understanding periodically so they ask, Any questions and after three to five seconds without any response, they assume that everyone understands Not so If you really want to know, give students a minute to write down a question, then have them compare notes with students sitting near them before asking for questions You ll get some p 65 The best way to check student understanding as well as to maintain attention and support learning is to incorporate activities into the lecture p 65 What is the role of the lecturer in higher education To communicate the teacher s enthusiasm about the subject p 73 Changes to consider provide background knowledge prior to doing activities give a pre quiz to assess prior knowledge and to show a gap check for understanding periodically short quizzes, and CATs is it clear is never valid use of clickers polleverywhere ask students to summarize lessons towards the end what did we learn Look into learner centered syllabus mindful learning Ellen Langer, 1997 deep processing Marton and S lj , 1976 model reading process SQ3R Robinson, 1961 quizzes before lectures CATs Classroom Assessment Techniques for Angelo and Cross 1993 What s the use of lectures 2000, Bligh Tools for teaching 2nd ed, 2009, Davis


  2. says:

    This book was assigned as required reading for a graduate level class titled Teaching Professional and Technical Writing and this was such a good fit It should really be the required reading of any GTA practicum because it covers so many bases I ve found the reading incredibly useful and have taken incredibly thorough notes throughout each chapter I m kind of disappointed I rented it from the bookstore this one might need to find a permanent home on my bookshelf for an easy reach I recommend this little baby to anyone teaching, looking to teach, or even has taught so as to get some opinions and feedback on it.


  3. says:

    After reading just the first few chapter of this book, I know that it will be an outstanding and irreplaceable resource should I ever get a teaching position I plan to purchase the newest edition, out this year, once I have a chance.


  4. says:

    Classic text which I will definitely return.


  5. says:

    Lots of common sense material I was required to read this prior to acting as a TA Most if the information was not relevant to me as a TA.


  6. says:

    An excellent resource for future and new professors.


  7. says:

    Great book if you want to be an excellent instructor or if you want to know the best and the greatest in the field of educational design.


  8. says:

    Like most teaching guides, there are a few things in here that are great You might use some of these things daily, some every now and then, and of course there are a few things in here that I found would not work in my classroom The goal here is to see ways in which you can better the education you are providing, which is possible always and there are some good hints in here I especially liked that there are problems listed with some ideas of how to go about changing those issues.


  9. says:

    McKeachie s Teaching Tips provides a valuable mix of educational theory and practical advice for instructors in higher education The book is geared towards graduate students, who typically receive little formal training in instructional methodology, but is also helpful for experienced instructors who haven t had time to immerse themselves in the vast literature of teaching effectiveness The book is organized into six major sections, from Getting Started to Teaching for Higher Level Goals New instructors will benefit from the step by step guidance of early chapters devoted to class preparation, the first class session, and assigning grades The latter half of the book delves into advanced issues like taking student social diversity into account, continuous improvement, and teaching values in the classroom.Each chapter includes a short literature review discussing the relevant research Since the book s readers are all academics, they will likely enjoy these sections, but a teacher in a hurry could skip them and focus on McKeachie s recommendations He balances the theory out with anecdotes and advice from his own half century in the classroom His advice, though grounded in theory, is thoroughly realistic For example, McKeachie considers lecturing to be a poor teaching method and he s got the research to back it up , but he recognizes the reality of teaching survey courses at large institutions such as his home institution, the University of Michigan and devotes a chapter to lecturing as effectively as possible.The book is very readable for those with the time to go through it cover to cover, but it also works well as a desktop reference Each chapter is short and includes numerous subheadings and a concise conclusion at the end An instructor looking for help with a specific problem will have no trouble thumbing through the book to find the answer.The primary drawback to this book is that it is disciple neutral or at least it tries to be McKeachie is a psychology professor and the teaching strategies seem to be primarily geared toward teaching in the social sciences Instructors in the hard sciences or fine arts might benefit from a book devoted to teaching in their specific disciplines In particular, as a creative writer I was looking for suggestions on how to run a better writing workshop or a review of the literature to see if the workshop method is even effective Unfortunately McKeachie doesn t have anything to say on the subject McKeachie s Teaching Tips is a good introduction to the art of teaching and a handy reference, but an instructor looking to really excel in the classroom will likely need to find a discipline specific book to reach the next level.


  10. says:

    Highlights 1 Teaching effectiveness depends not just on what the teacher does, but rather on what the student does.2 The lecturer s own attitude and enthusiasm have an important effect on student motivation 3 Providing feedback is important than assigning a grade, you can use nongraded evaluation Assess attainment of objectives.3 Setting high expectations that challenge students while always assuring them they have the capacity to succeed4 Students appreciate knowing that their learning matters to you, and that you can help guide them toward success.5 You need to define clearly how each assignment relates to course learning goals so students can approach tasks strategically.6 Guided practice with feedback is a powerful way to teach students how to learn because it provides students with opportunities to practice strategies and evaluate them to see which ones are or are not useful 7 The tutor, not the student receiving the tutoring benefits the most8 Give yourself permission not to cover all of the content Select from the relevant content to promote the thinking goals.9 Faculty members are likely to be defensive about low ratings, rejecting the validity of the student responses.10 Students prefer challenging courses, courses that are so difficult that students cannot meet the challenge will receive lower ratings.