{"product_id":"teaching-at-its-best-a-researchbased-resource-for-college-instructors-fifth-edition-9781119860228","title":"Teaching at Its Best  A ResearchBased Resource","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAbout the Authors xi\u003c\/p\u003e \u003cp\u003ePreface xv\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 1 Teaching Preparation 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Understanding Your Students and How They Learn 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Students in Your Course 3\u003c\/p\u003e \u003cp\u003eHow People Learn 5\u003c\/p\u003e \u003cp\u003eHow Structure Increases Learning 7\u003c\/p\u003e \u003cp\u003eThe Cognitive Development of Undergraduates 10\u003c\/p\u003e \u003cp\u003eEncouraging Cognitive Growth 12\u003c\/p\u003e \u003cp\u003eTeaching Today’s Students 13\u003c\/p\u003e \u003cp\u003eMeeting the Challenge 14\u003c\/p\u003e \u003cp\u003eReflection Questions 14\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Designing Outcomes- Centered Courses 17\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy Outcomes- Centered Course Design? 18\u003c\/p\u003e \u003cp\u003eWriting Outcomes 19\u003c\/p\u003e \u003cp\u003eTypes of Outcomes 20\u003c\/p\u003e \u003cp\u003eTypes of Cognitive Outcomes 22\u003c\/p\u003e \u003cp\u003eSequencing Outcomes Into a Learning Process 25\u003c\/p\u003e \u003cp\u003eFrameworks for Course Design 28\u003c\/p\u003e \u003cp\u003eShowing Students Their Learning Process 30\u003c\/p\u003e \u003cp\u003eOutcomes- Centered Course Development 30\u003c\/p\u003e \u003cp\u003eThe Big Picture 33\u003c\/p\u003e \u003cp\u003eReflection Questions 33\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Including Critical Thinking Into a Course Design 35\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Many Faces of Critical Thinking 36\u003c\/p\u003e \u003cp\u003eCommon Ground 37\u003c\/p\u003e \u003cp\u003eCritical Thinking Outcomes for Your Students 38\u003c\/p\u003e \u003cp\u003eGiving Students Practice in Critical Thinking 40\u003c\/p\u003e \u003cp\u003eThe Goal: Critical Thinking in Everyday Life 44\u003c\/p\u003e \u003cp\u003eReflection Questions 45\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Deciding What Technology to Use 47\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChoosing Technologies Intelligently 47\u003c\/p\u003e \u003cp\u003eModels for Implementing Technology 49\u003c\/p\u003e \u003cp\u003eLecture- Related Software 50\u003c\/p\u003e \u003cp\u003eThe Learning Management System 52\u003c\/p\u003e \u003cp\u003eThe Flipped Classroom 55\u003c\/p\u003e \u003cp\u003eSocial Media 57\u003c\/p\u003e \u003cp\u003eMobile Learning in Class 59\u003c\/p\u003e \u003cp\u003eLaptops in Class 59\u003c\/p\u003e \u003cp\u003eWeb Resources 61\u003c\/p\u003e \u003cp\u003eThe Future of Educational Technology 62\u003c\/p\u003e \u003cp\u003eReflection Questions 63\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Building a More Complete Syllabus 65\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHow Extensive? What Tone? 65\u003c\/p\u003e \u003cp\u003eEssential Syllabus Items 67\u003c\/p\u003e \u003cp\u003eThe Graphic Syllabus 71\u003c\/p\u003e \u003cp\u003eEnsuring Your Students Read Your Syllabus 72\u003c\/p\u003e \u003cp\u003eAdding a Creative Element 74\u003c\/p\u003e \u003cp\u003eReflection Questions 74\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Following Copyright Guidelines 77\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhere Copyright Does and Does Not Apply 78\u003c\/p\u003e \u003cp\u003eCommon Copyright Misconceptions 78\u003c\/p\u003e \u003cp\u003eFree Use: Fair Use, Facts, and Public Domain 79\u003c\/p\u003e \u003cp\u003ePrinted Text 79\u003c\/p\u003e \u003cp\u003eImages 80\u003c\/p\u003e \u003cp\u003eIn- Class Performances 81\u003c\/p\u003e \u003cp\u003eRecording Broadcast Programming 81\u003c\/p\u003e \u003cp\u003eOnline Materials 82\u003c\/p\u003e \u003cp\u003eObtaining Permission or a License 83\u003c\/p\u003e \u003cp\u003eHow Copyright Violations Are Actually Handled 84\u003c\/p\u003e \u003cp\u003eFor Further and Future Reference 84\u003c\/p\u003e \u003cp\u003eReflection Questions 85\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 2 The Human Side Of Teaching 87\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Establishing a Positive Learning Community 89\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePlanning a Welcoming Classroom 90\u003c\/p\u003e \u003cp\u003eA Welcoming First Day of Class 91\u003c\/p\u003e \u003cp\u003eLearning Students’ Names 96\u003c\/p\u003e \u003cp\u003eMaintaining a Welcoming Environment 97\u003c\/p\u003e \u003cp\u003eReflection Questions 98\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Becoming an Increasingly Inclusive Teacher 99\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eInclusive Climate in the Classroom 100\u003c\/p\u003e \u003cp\u003eDiverse Perspectives 103\u003c\/p\u003e \u003cp\u003eRepresentation in Course Content 104\u003c\/p\u003e \u003cp\u003eMitigate Inequities In and Out of the Classroom 105\u003c\/p\u003e \u003cp\u003eTeaching So Everyone Learns 108\u003c\/p\u003e \u003cp\u003eUniversal Design for Learning 110\u003c\/p\u003e \u003cp\u003eBuilding Out Inclusive Teaching Skills 110\u003c\/p\u003e \u003cp\u003eReflection Questions 111\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Enhancing Student Motivation 113\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntrinsic and Extrinsic Motivation 113\u003c\/p\u003e \u003cp\u003eStudents’ Perceptions of Motivators in Their Courses 114\u003c\/p\u003e \u003cp\u003ePerceived Value of College and Its Impact on Motivation 115\u003c\/p\u003e \u003cp\u003eTheories of Motivation 115\u003c\/p\u003e \u003cp\u003eFifty Strategies to Motivate Students 119\u003c\/p\u003e \u003cp\u003eNo Magic Bullets 122\u003c\/p\u003e \u003cp\u003eReflection Questions 123\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Managing Productive Groups 125\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Group by Any Other Name 125\u003c\/p\u003e \u003cp\u003eThe Case for Group Learning 126\u003c\/p\u003e \u003cp\u003eCautions About Group Learning 127\u003c\/p\u003e \u003cp\u003eManaging and Troubleshooting In- Class Ad Hoc Groups 128\u003c\/p\u003e \u003cp\u003eSetting Up, Managing, and Troubleshooting Formal, Project- Based Groups 129\u003c\/p\u003e \u003cp\u003eTeam- Based Learning 133\u003c\/p\u003e \u003cp\u003ePreparing Students for Life 135\u003c\/p\u003e \u003cp\u003eReflection Questions 135\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Preventing and Responding to Classroom Incivility 137\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Incivility? 138\u003c\/p\u003e \u003cp\u003eWhy the Incivilities? 138\u003c\/p\u003e \u003cp\u003ePreventing Incivility 140\u003c\/p\u003e \u003cp\u003eResponding Wisely to Incivility 145\u003c\/p\u003e \u003cp\u003eSeeking Assistance 148\u003c\/p\u003e \u003cp\u003eReflection Questions 149\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Preserving Academic Integrity 151\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHow Prevalent Is Cheating? 152\u003c\/p\u003e \u003cp\u003eWhy Do Students Cheat? 153\u003c\/p\u003e \u003cp\u003eDetecting Cheating 153\u003c\/p\u003e \u003cp\u003eForty Ways to Catch a Cheater or Prevent Cheating 154\u003c\/p\u003e \u003cp\u003eHonor Codes 156\u003c\/p\u003e \u003cp\u003eChanging Student Values 157\u003c\/p\u003e \u003cp\u003eReflection Questions 157\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 3 Tried- And- True Teaching Methods 159\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Matching Teaching Methods with Learning Outcomes 161\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTypes of Tools 162\u003c\/p\u003e \u003cp\u003eA Tool for Organizing Your Course 171\u003c\/p\u003e \u003cp\u003eHas Our Knowledge Changed Our Teaching? 172\u003c\/p\u003e \u003cp\u003eReflection Questions 173\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 Lecturing for Student Learning 175\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIt Isn’t Lecture Versus Active Learning 176\u003c\/p\u003e \u003cp\u003eWhen Lectures Work and Other Lecture Considerations 176\u003c\/p\u003e \u003cp\u003ePreparing an Effective Lecture 178\u003c\/p\u003e \u003cp\u003eDelivering an Effective Lecture 180\u003c\/p\u003e \u003cp\u003eCombining Lecture with Engagement: The Interactive Lecture 181\u003c\/p\u003e \u003cp\u003eTeaching Students to Take Good Notes 185\u003c\/p\u003e \u003cp\u003eMaking the Lecture Effective 187\u003c\/p\u003e \u003cp\u003eReflection Questions 187\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 Leading Effective Discussions 189\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhen to Choose Discussion 189\u003c\/p\u003e \u003cp\u003eSetting the Stage for Discussion at the Start of Your Course 190\u003c\/p\u003e \u003cp\u003eEncouraging Participation 191\u003c\/p\u003e \u003cp\u003eSkillful Discussion Management 194\u003c\/p\u003e \u003cp\u003eQuestioning Techniques 197\u003c\/p\u003e \u003cp\u003eOrganizing Discussion Questions 198\u003c\/p\u003e \u003cp\u003eTurning the Tables 201\u003c\/p\u003e \u003cp\u003eReflection Questions 201\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16 Coordinating Experiential Learning Experiences 203\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eRole- Playing 203\u003c\/p\u003e \u003cp\u003eSerious Games and Simulations 206\u003c\/p\u003e \u003cp\u003eService- Learning: Moving Learning Out of the Classroom 209\u003c\/p\u003e \u003cp\u003eMaximizing the Value of Structured Participatory Learning Experiences 212\u003c\/p\u003e \u003cp\u003eReflection Questions 213\u003c\/p\u003e \u003cp\u003e\u003cb\u003e17 Teaching with Inquiry- Guided Methods 215\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDefinitions of Inquiry- Guided Learning 215\u003c\/p\u003e \u003cp\u003eThe Effectiveness of Inquiry- Guided Learning 216\u003c\/p\u003e \u003cp\u003eThe Need for Student Guidance 216\u003c\/p\u003e \u003cp\u003eObjects of Inquiry 217\u003c\/p\u003e \u003cp\u003eModes of Inquiry 218\u003c\/p\u003e \u003cp\u003eTypes of Inquiry- Based Learning 219\u003c\/p\u003e \u003cp\u003eUpcoming Inquiry- Guided Methods 222\u003c\/p\u003e \u003cp\u003eReflection Questions 223\u003c\/p\u003e \u003cp\u003e\u003cb\u003e18 Creating Engaging Cases 225\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Effectiveness of the Case Method 225\u003c\/p\u003e \u003cp\u003eThe Subject Matter and Websites for Cases 226\u003c\/p\u003e \u003cp\u003eTypes of Cases 227\u003c\/p\u003e \u003cp\u003eWhat Makes a Good Case, and How to Write Your Own 228\u003c\/p\u003e \u003cp\u003eFacilitating Cases 230\u003c\/p\u003e \u003cp\u003eA Postscript for Pioneers 232\u003c\/p\u003e \u003cp\u003eReflection Questions 232\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 4 Tools and Techniques To Facilitate Learning 233\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e19 Helping Students Learn How to Learn 235\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning as an “Inside Job” 235\u003c\/p\u003e \u003cp\u003eThe Learner’s Questions 237\u003c\/p\u003e \u003cp\u003eThe Evidence for SRL 237\u003c\/p\u003e \u003cp\u003eActivities and Assignments for Every Occasion 241\u003c\/p\u003e \u003cp\u003eSources for Teaching Your Students How to Learn 245\u003c\/p\u003e \u003cp\u003eReflection Questions 245\u003c\/p\u003e \u003cp\u003e\u003cb\u003e20 Enhancing Student Success in STEM Disciplines 247\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy We Are Likely Losing STEM Majors 248\u003c\/p\u003e \u003cp\u003eImproving Student Learning in STEM Courses: General Advice 249\u003c\/p\u003e \u003cp\u003eImproving Student Learning in STEM Courses: Specific Strategies 251\u003c\/p\u003e \u003cp\u003eGetting Real in the Lab 254\u003c\/p\u003e \u003cp\u003eOnline Resources for STEM Education 256\u003c\/p\u003e \u003cp\u003eWhy STEM Education Is So Important 256\u003c\/p\u003e \u003cp\u003eReflection Questions 257\u003c\/p\u003e \u003cp\u003e\u003cb\u003e21 Ensuring Students Prepare for Class 259\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy Students Don’t Prepare 260\u003c\/p\u003e \u003cp\u003eHow We Can Equip and Induce Students to Come Prepared 262\u003c\/p\u003e \u003cp\u003eFour Tools for Holding Students Accountable 266\u003c\/p\u003e \u003cp\u003eManaging Your Workload 269\u003c\/p\u003e \u003cp\u003eReflection Questions 269\u003c\/p\u003e \u003cp\u003e\u003cb\u003e22 Integrating Styles and Modes of Learning 271\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning Styles 271\u003c\/p\u003e \u003cp\u003eLearning Styles Myth 272\u003c\/p\u003e \u003cp\u003eModes of Learning 273\u003c\/p\u003e \u003cp\u003eExamples of Visuals for Learning 279\u003c\/p\u003e \u003cp\u003eCombining Modes 283\u003c\/p\u003e \u003cp\u003eReflection Questions 283\u003c\/p\u003e \u003cp\u003e\u003cb\u003e23 Improving Student Performance with Feedback 285\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFeedback Fails and Suggestions for Success 285\u003c\/p\u003e \u003cp\u003eMetacognition as Feedback 288\u003c\/p\u003e \u003cp\u003ePeer Feedback 289\u003c\/p\u003e \u003cp\u003eClassroom Assessment Techniques 289\u003c\/p\u003e \u003cp\u003eDuring- the- Term Student Feedback on Teaching 291\u003c\/p\u003e \u003cp\u003eThe Power of Feedback 292\u003c\/p\u003e \u003cp\u003eReflection Questions 293\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 5 Assessment and Grading 295\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e24 Helping Students to Prepare for Exams 297\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eImportance of Helping Students to Prepare 297\u003c\/p\u003e \u003cp\u003eTest Preparation Measures 298\u003c\/p\u003e \u003cp\u003eMeasures to Ensure Students Understand Our Language 301\u003c\/p\u003e \u003cp\u003eAnxiety- Reduction Measures 301\u003c\/p\u003e \u003cp\u003eWhat the Effort Is Worth 302\u003c\/p\u003e \u003cp\u003eReflection Questions 303\u003c\/p\u003e \u003cp\u003e\u003cb\u003e25 Constructing Student Assessments for Grading 305\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGeneral Testing Guidelines 305\u003c\/p\u003e \u003cp\u003eObjective Test Items 307\u003c\/p\u003e \u003cp\u003eConstructed- Response Test Items and Assignments 314\u003c\/p\u003e \u003cp\u003eUsing Assessments to Make Teaching Adjustments 318\u003c\/p\u003e \u003cp\u003eReflection Questions 318\u003c\/p\u003e \u003cp\u003e\u003cb\u003e26 Grading Student Assessments 319\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGrading Systems 319\u003c\/p\u003e \u003cp\u003eGrading Constructed Responses 320\u003c\/p\u003e \u003cp\u003eGrading Lab Reports 327\u003c\/p\u003e \u003cp\u003eMechanics of Writing 327\u003c\/p\u003e \u003cp\u003eSpecifications (Specs) Grading 328\u003c\/p\u003e \u003cp\u003eReturning Students’ Work 329\u003c\/p\u003e \u003cp\u003eUngrading 330\u003c\/p\u003e \u003cp\u003eGrades Should Make Sense 331\u003c\/p\u003e \u003cp\u003eReflection Questions 331\u003c\/p\u003e \u003cp\u003e\u003cb\u003e27 Defining and Documenting Teaching Effectiveness 333\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Teaching Effectiveness? 333\u003c\/p\u003e \u003cp\u003eWhat Student Ratings Do and Do Not Measure 334\u003c\/p\u003e \u003cp\u003eHow to Improve Your Student Ratings 336\u003c\/p\u003e \u003cp\u003eDocumenting Your Effectiveness 338\u003c\/p\u003e \u003cp\u003eA Comprehensive Faculty Evaluation System 344\u003c\/p\u003e \u003cp\u003eComplex and Essential 347\u003c\/p\u003e \u003cp\u003eReflection Questions 347\u003c\/p\u003e \u003cp\u003eAppendix: Support Resources at Your Institution 349\u003c\/p\u003e \u003cp\u003eReferences 355\u003c\/p\u003e \u003cp\u003eName Index 397\u003c\/p\u003e \u003cp\u003eSubject Index 405\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48738371699031,"sku":"9781119860228","price":34.19,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781119860228.jpg?v=1723811988","url":"https:\/\/bookcurl.com\/products\/teaching-at-its-best-a-researchbased-resource-for-college-instructors-fifth-edition-9781119860228","provider":"Book Curl","version":"1.0","type":"link"}