A very brief summary of the major parts of the book is below. Part 1: Preparation for Teaching guides you through the decisions you have to make before the term begins. Part 2: Human Factors deals with ways to bring out the best in your students.
Teaching at Its Best: A Research-Based Resource for College Instructors, 4th Edition
Part 3: "Tried-and-True Teaching Methods" is a chapters worth of advice on selecting the teaching formats, methods, and moves that best help students achieve specific cognitive outcomes. Part 4: Inquiry-Based Methods for Solving Real-World Problems examines some old and new teaching methods that focus on problem solving.
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Part 5: Tools and Techniques to Facilitate Learning explains ways that you can help your students learn more effectively and efficiently. Part 6: Assessment and Grading first showcases best practices in preparing students for exams, constructing exams, constructing exams and assignments, and grading these assessments instruments.
Summary: This resource is for a broad audience of new and experienced faculty who teach undergraduates at all types of post secondary institutions. While some of the suggestions may seem to be common sense, there are others that faculty might overlook.
For example, the first chapter encourages faculty to become familiar with support services on their campus ranging from the obvious colleagues and faculty development centers to the less obvious but still useful multicultural, disabilities, and counseling centers. Part I then proceeds to provide insight into understanding students and how they learn, designing courses around objectives and a cognitive hierarchy of objectives, syllabus creation, and an extremely understandable treatment of copyright law that avoids lawyer-speak.
Part II largely deals with setting the tone of a course and establishing policies. Notable topics in this section are dealing with classroom incivility, academic dishonesty, and student motivation. Part III gets into the real meat of this book where different learning styles e.
This section continues by discussing the discovery method, delivering effective lectures, questioning techniques, writing-to-learn activities, and using technology effectively. Part IV is another extremely useful section, covering strategies for teaching problem solving skills that have a sound basis in research.
Included in this section are the case study method, problem-based learning, quantitative reasoning, and how to use science laboratories to develop higher thinking skills. The final section covers assessment and suggestions for measuring student progress and documenting course effectiveness.
New faculty will find it particularly valuable, especially those who are unfamiliar with the teaching and learning literature, but anyone who wants to improve their teaching using effective methods grounded in research will find many ideas to consider and implement. Related Papers.
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By Glenn A Bowen. By Neil Haigh. Developing scholarly teaching and the scholarship of teaching and learning through faculty learning communities. By Milton Cox.
Teaching At Its Best
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