Sting's Teaching Tips

Doodles

2009-03-05T12:56:00.001-08:00

Here's something new to try with your students. If they don't want to take real notes, then just praise them when they doodle in class.

Research actually suggests that people that doodle retain more information. Pretty cool, huh?

http://www.sciencedaily.com/releases/2009/02/090226210039.htm

Professor Twit

2009-02-15T08:44:00.000-08:00

Some instructors are starting to twitter (micro-blogging) as a way to stay connected with students.

Good idea?

Check out this article:

http://www.huffingtonpost.com/joanne-rendell/is-your-professor-a-twit_b_167054.html

How to Get Comfortable with an Empty Mind

2009-02-02T09:21:00.000-08:00

Here's a "scary" article. :)

For those of us that have been teaching for a while, the last thing we want is students with "empty minds." But perhaps empty is okay?? Maybe empty is the new full?

Check out the article:

http://www.positivityblog.com/index.php/2009/02/02/how-to-get-comfortable-with-an-empty-mind/

Lectures: Common Mistakes to Avoid

2009-01-30T08:48:00.000-08:00

10 Quick Tips from http://teachingcenter.wustl.edu/tips-teaching-lectures

Common Lecture Mistakes

1. Trying to cover too much material in one class session.

2. Not including opportunities for questions or active learning.

3. Waiting until the last two minutes of class to ask and answer questions.

4. Not asking a mix of questions, i.e. questions that test comprehension and questions that require more complex levels of thinking or that have more than one correct answer.

5. Answering your own questions or asking more than one question at once.

6. Assuming students are learning the material if they are not asking questions.

7. Assuming that students will identify and understand the important points of each lecture.

8. Reading your notes or the content of the slides when using PowerPoint.

9. Not looking at the students when you are lecturing; looking only at your notes or the chalkboard.

10. Filling the chalkboard or PowerPoint slides with too much information.

Lectures: Before, During, After

2009-01-29T08:43:00.000-08:00

I like this one.

From: http://teachingcenter.wustl.edu/tips-teaching-lectures

Tips for Teaching with Lectures

Preparing

Create a comfortable, non-threatening environment.

Include opportunities for active learning.

Organize the lecture like a good speech.

Prepare notes that will serve as a “road map” rather than a script to be read verbatim.

Review and practice the lecture before class begins.

If you plan to use audiovisual aids or instructional technology, do so with care and preparation.

During the Lecture

Interact with your students.

Provide students a clear sense of the day’s topics and their relation to the course as a whole.

Show passion for the subject

Focus on communicating with your audience: speak clearly; move around the room, and use gestures to engage student attention.

When asking questions, do not be afraid of silence.

Demonstrate respect for, and interest in, student ideas and questions.

After the Lecture

Rethink, retool, revise.

How to Handle the Tardy Student

2009-01-27T13:04:00.000-08:00

The class starts at 8 a.m., but students keep arriving at 8:02, 8:05, 8:10, etc. They're missing the first part of class, which is valuable instructional time. And, not only are they missing part of your class, but they are disrupting the learning of students that show up on time. So what do you do?

From: http://www.lansing.cc.mi.us/cte/resources/teachingtips/tip29.aspx

Tips on Deterring Tardiness

Tardiness is disruptive to the learning process. While it may be unavoidable on the rare occasion, unattended or unnoticed tardiness can persist and become chronic. The following tips are provided to assist in deterring this problem

1. On the first day of class, review your policy on tardiness.

More importantly, adhere to it. If you are considering making exceptions, keep in mind that while the student who is asking for an exception may have a very legitimate reason, you don’t know what sacrifices the other 20 students made to arrive on time. Also, allow for some flexibility in your policies. For example, some faculty give their students one "pass" that they can use towards being late, no questions asked.

The following policy comes from a college instructor at Moravian College:"Tardiness to class is not only detrimental to the learning process but quite disruptive and unfair to those who make it to class on time regularly. Recurring tardiness shows a lack of respect for the classroom, the instructor, and one’s fellow students and will not be tolerated. Therefore, once the door has been shut, you will not be permitted to enter." (Rosen, Joel Nathan. "Writing 100 Course Syllabus." Moravian College. Accessed October 8, 2008. http://home.moravian.edu/public/regis/syllabiproject/pdfs/200670/writ100g.pdf)

2. Model promptness by starting on time and ending on time.

3. Have a routine at the beginning of class that students would hate to miss (e.g. a warm up activity related to the topic, an in-class writing assignment worth a few points that can not be made up, a homework quiz that they have the first ten minutes to work on together, etc.). Whatever the activity, it should not be interrupted or extended for latecomers.

4. Have logical consequences for being late.
Do not reteach the class or stop what you are doing. Hold the students responsible for obtaining any missed information, handouts, etc. and make this policy clear at the onset.

5. Speak privately to chronically late students.
Remind them that you are on their side and you want them to succeed, but according to the syllabus...

6. Specifically acknowledge the late student(s) by saying something like "Hello. How are you today?" However, this does not support #3 and 4 above, but it may better suit your style.

References
Reed, Rosalind. "Strategies for Dealing with Troublesome Behaviors in the Classroom." October 1997, Vol.6 No.6. The National Teaching and Learning Forum. Accessed October 8, 2008. <http://www.ntlf.com/html/pi/9710/strat.htm>
Rodriguez, Lisa. "Classroom Management." 2008. 4Faculty.org. Accessed October, 8, 2008. <http://www.4faculty.org/includes/108r2.jsp>
Rosen, Joel Nathan. "Writing 100 Course Syllubus." Moravian College. Accessed October 8, 2008. <http://home.moravian.edu/public/regis/syllabiproject/pdfs/200670/writ100g.pdf>
Texas Tech University, "Civility in the Classroom: Tips for Dealing with Troublesome Behavior." Faculty Guide. 2001-2002. Accessed October 8, 2008. <http://www.depts.ttu.edu/studentaffairs/vpsa/publications/civility2002.pdf>

Getting Students to Show Up

2009-01-26T12:59:00.000-08:00

There's nothing more disappointing that having half the class not show up; while that's rather unusual, it's not too uncommon to have some students that miss a lot of class time, especially if you don't have a firm attendance policy.

That being the case, how can you encourage students to attend class? Is a strict attendance policy the only way?

From: http://www.lansing.cc.mi.us/cte/resources/teachingtips/tip25.aspx

Strategies for Improving Class Attendance
Attending class facilitates learning in a variety of ways. It ensures that students have an opportunity to interact with the course material in a variety of formats - through listening, talking to peers, multimedia presentations, etc. In addition, the skills required to take notes and the discipline it requires to come to class and participate are skills that transfer to the workplace.
According to Merry J. Sleigh and Darren R. Ritzer, the following strategies improve student attendance:

1. "Structure class so that those who attend experience obvious benefits, such as better , personal growth, and 'informative' entertainment. Test on material emphasized in class including class discussion, video clips or guest speakers, conveying that class time is of value, whether the instructor is lecturing or not. In a recent survey in our classes, the number one factor that influenced student attendance was the amount of in-class material that would be on the test (Sleigh, Ritzer, & Casey, in press)."

2. "Avoid repetition of the textbook or assigned readings. If students have access to the same material covered in class, they often perceive little reason to be there." In other words, if the book says it well, why repeat it? Instead, spend class time applying what is in the text or discussing topics the text does not address well.

3. Make the subject matter relevant. "When the subject matter is made personally relevant, understanding and comprehension are deeper and more meaningful. Students will be more motivated to attend lectures that reflect elements of their background, interests, or future."

4. "Structure class meetings so students must be in class for one activity, such as an in-class writing activity ..." It's helpful if these in-class writing assignments are worth a couple of points and can not be made up. An example of an in-class writing assignment might be to answer one of the following: Based on today's session, list three things you know about _______________? In your own words, explain ________________. After allowing the students to write for a few minutes, have them work with a partner to rewrite the response so that it contains elements of both partner's responses. This is a good opportunity to point out "the power of two" because, inevitably, the responses they formulate together will be better than the responses they formulated individually. Collect both the individual and paired responses to see the difference for yourself. (For more about the "Power of Two," see Mel Silberman's Active Learning: 101 Strategies to Teach Any Subject available in the CTE, TLC 324.)

5. "Regardless of your perspective [regarding class attendance], expectations regarding attendance should be clearly explained and attainable because students are often more willing to comply with policies when they understand the reasoning behind them. Such communication also conveys a level of adult-to-adult respect between faculty and students. Present your policies in oral and written formats, and follow through with established consequences. Students learn to ignore policies that are not enforced."

6. "Policies that explain the consequences for missed exams or late assignments can encourage attendance. [For example], if a faculty member allows students to drop one test grade, a missed exam automatically becomes the dropped grade. When policies are in place, students can make informed choices about attendance, and faculty reduce the need for judgment calls about an absence." Use a "Stuff Happens" card to handle student excuses. Professor Feenstra gives each student a "stuff happens" card, which is about the size of a business card and includes space for the semester date and the student's name. This is a one time only forgiveness card, nontransferable, and won't be replaced if lost. (The Teaching Professor, June/July 2007.) One instructor set a policy where two unexcused absences can be waived only if followed up with a creative excuse derived in a form that is relevant to the course. For example, if a student misses an art course, she or he might draw a picture of where she was and what happened. The instructor points out that excused absences (i.e. a death in the family, illness, or emergency) are never to be made fun of." (Teaching for Success, "No More Lame Excuses" by Caroline Zarlengo Sposto, August 2003)

7. Model arriving on time, being prepared for class, and keeping appointments, including office hours.

8. "Learn students' names as quickly as possible. Calling a student by name demonstrates that you have an interest in the individual as well as the group. Students rate 'showing interest in them' and 'knowing students' names' as the fourth and fifth most common behaviors teachers can exhibit to develop rapport (Buskist & Saville, 2001)."

9. "The critical task for teachers is to know their audiences well enough to create classes that meet students' needs and to modify their pedagogical approaches to fit the situation. Ultimately, encouraging attendance is a critical teaching task. Without students, there is no need for a teacher."

Reference
Sleigh, M. J. and Ritzer, D. R. American Psychologist Society Observer. "Encouraging Student Attendance." Accessed August 27, 2007 <http://www.psychologicalscience.org/observer/1101/tips.html>

Preparing for Difficult Moments in the Classroom

2009-01-23T12:52:00.000-08:00

You're talking about abortion or race or politics or religion, and emotions start to run high. How do you handle it? How do you teach students that the classroom is a safe place to openly discuss ideas?

From: http://www.lansing.cc.mi.us/cte/resources/teachingtips/tip16.aspx

"Difficult or 'hot' moments can occur when students are experiencing conflicted feelings, which can rise to a point of threatening the teaching and learning environment. For some of us, they are the very stuff of classroom life. For others, these moments can stifle learning." (Lee Warren, Harvard University) The challenge is to manage ourselves and to make these moments opportunities that students can learn from. Consider the following:

1. Establish norms or ground rules early in the semester which will deter "personal attacks." For more information, see Teaching Tip 13 at http://www.lcc.edu/cte/resources/teachingtips.html

2. Model being open to multiple perspectives through your feedback, body language, etc.

3. If a student has made an offensive remark, say something like "Many people think this way. Why do they hold such views? What are their reasons?"

4. To help students reflect on and bring closure to this experience, ask students to write about the issue either in or out of class. You might even ask them to write from a position they most disagree with.

5. It might be appropriate to talk privately after class to students who have been the most embroiled in the discussion. Acknowledge their experience and try to help them learn something significant from it so that they keep coming to class with an open mind.

6. If a student breaks down in class, acknowledge it and ask them if they would like to remain or take a short break. After class, find the student and ask if you can be of assistance. If appropriate, refer them to an [RCTC] counselor.

7. Don't avoid the issue even if it seems out of context in your course. Avoiding offensive remarks tells the offending student that it is okay, and the other students that they are not safe from it.

8. If you are unable to resolve the situation in the moment, tell students that this is an important issue and you will return to it later. This gives you time to plan strategies. It also lets students know that you take such situations seriously.

For more information see the following
Warren, L. "Managing Hot Moments In The Classroom." Derek Bok Center For Teaching And Learning, Harvard University. October 2000.

Avoid the "End of Class" Mentality

2009-01-22T07:36:00.000-08:00

You know how students are. As soon as there are only 5 minutes (or for some students, 10 or 15 minutes) left in the class period, they start shutting down. Backpacks opens. Papers and books and feet start making noise. These students think they're ready to leave. But they're really not... not until you've provided them with some closure.

From: http://www.lansing.cc.mi.us/cte/resources/teachingtips/tip6.aspx

Bringing Closure

While we often see tips for getting our classes off to a great start, we don't see many for ending our classes. The last day(s) of class can be an opportunity for reflection and closure. Below are some suggestions for "ending on a high note."

1. Have students call out topics covered and list these on the board while students also write them down. In pairs, have students share what the most personally valuable topics were for them and why. If time allows, have pairs join other pairs to share responses.

2. In small groups, ask students to develop (graphically, verbally, or with an object) a metaphor for the class or one of the topics.

3. Have each student share one thing he/she learned from a classmate.

4. Have a snowball fight! Each person writes down one thing he/she will do with what they learned on a white sheet of paper. Have everyone crinkle up their papers, stand in a circle, turn their backs and toss the snowballs into the circle. Each person then turns around and picks up one. Everyone takes turns reading their snowball. (Bowman, 1997)

5. Hand out a post-final assignment that includes a list of activities students could engage in based on their learning in the course, or have students brainstorm activities.

6. In small groups, have students think of your class as a movie or book and write a title and/or a review. Have each group share their work with the rest of the class.

7. Ask students to write letters to future students in the course describing helpful learning strategies and offering advice for success. Deliver the letters randomly to your new students.

8. Reflect on and describe what you learned from your students and from teaching this course.

References
Bowman, S. Presenting with Pizzazz. Glenbrook NV: Bowperson Publishing Co. 1997.
"Better Endings." 1997. Teaching at UNL (University of Nebraska at Lincoln), vol. 19, no. 3.
"How to End Courses with a Bang." 1995. The Teaching Professor, vol. 9, no. 5.
Maier, Mark H., and Ted Panitz. 1996. "End on a High Note: Better Endings for Classes and Courses." College Teaching, vol. 44, no. 4.

The CTE's website at http://www.lcc.edu/cte/resources/teachingettes/highnote.html

Online Learning: Ways to Save Time

2009-01-21T12:31:00.000-08:00

Does it require a larger time commitment to teach an online class? I don't think so. In fact, after you've developed the course, it should actually take less of your time. Remember that you're more of a facilitator, and that's not a bad thing.

http://www.lansing.cc.mi.us/cte/resources/teachingtips/tip8.aspx

Time Saving Tips for Teaching Online

Many faculty have found online teaching very time consuming. Here are a few time saving tips for teaching online from Evelyn Bach. (Adjunct Advocate, May/June 2005)

1. Don't respond to every student on the discussion board. Let students answer each others questions. In fact, responding too quickly may thwart further student discussion.

2. Require that students ask general questions on the discussion board so that you do not have to answer the same question multiple times. If someone asks a general question via email, post it on the discussion board with your response.

3. Set limits. Tell student when you are not available (i.e. weekends, specific evenings, etc.) so they will know what to expect.

4. Consider having assignments due at mid-week, particularly if you want to stay away from the computer over the weekend.

5. Save and reuse postings, announcements, and email notices from one semester to the next as applicable.

6. Have students format files in .rtf to minimize problems related to software conflicts.

7. Require that students name their files with their name and the name of the assignment to allow for more efficient file management and retrieval

Providing Student Feedback

2009-01-20T10:10:00.000-08:00

As a Dean, one of the number one complaints I hear from students is: "My instructor doesn't give me enough feedback." And really, there's probably no such thing as too much feedback. Of course when you have 150 students in a semester, it's difficult to provide as much feedback as each student might like. Nevertheless, here are some ideas on how to provide more feedback to your students.

From: http://www.oucom.ohiou.edu/fd/teachingtips.htm

It seems that no matter what college faculty do, students perceive that they aren't getting enough feedback. Some faculty make the following suggestions:

1. Give short quizzes over the day's material.

2. Have students grade objective quizzes and tests in class to provide more immediate feedback.

3. Reward successful behavior with verbal praise, an honor roll, or personal notes.

4. As a motivator, post all students' grades in bar chart form (using assigned student numbers rather than names to insure confidentiality). Unsuccessful students often see that others are succeeding and seek help.

5. Give midterm grades and offer suggestions for improvement.

6. Keep your gradebook current and encourage students to check it regularly.

7. Give a test early in the term (i.e. during the second or third week of the quarter). Return it the next class day. Discuss the answers and allow students to ask questions in class.

8. Ask students to critique each others' papers, projects or essay test answers for readability and/or content.

9. Discuss or post answers to ungraded quizzes or homework problems.

10. Ask that students write questions at the end of a lesson. Answer them individually in writing or discuss them during the next class.

11. Encourage students to use study groups to solicit feedback on their comprehension of class material.

12. Establish an atmosphere that is open and safe for students to ask questions that will help check their understanding of materials covered in class or reading assignments. Start each class with a question & answer session.

Making Lectures Interactive

2009-01-19T12:28:00.000-08:00

There's nothing wrong with a good lecture, but you can lecture and still make sure that students are actively involved. In fact, that's the key to a good lecture.

From: http://www.lansing.cc.mi.us/cte/resources/teachingtips/tip20.aspx

An interactive lecture is one that combines lecture with student active breaks; it seeks to involve students in a variety of ways that will maintain and reset their attention. If you are interested in incorporating interactive lecture activities on a regular basis, a possible structure for a class period might include:

1. Start Class with a Question
Ask your students what they know or hope to learn about the topic.

Provide an image and ask them what they see.

Pose a problem based on the homework.

2. After approximately 10 to 15 minutes of lecturing, stop and have students take a few minutes to do one of the following:
Write a Question:Ask the students to take two or three minutes to write a question they have about the material just covered. Ask for volunteers to ask and answer questions.

Write - Pair - Share:Pose a challenging question and have students write their response for a few minutes. Have them share their response with their neighbor. Ask volunteers to share their responses with the large group.

Pair and Compare:Students are asked to pair up and compare notes, expanding upon them as needed.

Making Material Relevant:"After lecturing on an idea or concept, stop and ask students for examples from their own experiences or readings. Or, you might show a news clip or a movie segment and ask students how it relates to the lecture material." (The Office of Instructional Consultation, http://www.oic.id.ucsb.edu/Resources/Teaching/interactlecture.html)

Periodic Recall:Students stop taking notes, close their books and write down two or three main points from the lecture thus far. Students could then compare and discuss what they have written with a partner.

Re-order the Steps:Present a series of steps in a mixed order and have students re-order the steps correctly.

Graphic Representation: Ask students to represent a key topic in a non-narrative format (i.e. picture, graph, etc.)

3. Conclude your class session with a two to five minute recap
Ask students to summarize major points.

Have students take a short ungraded quiz individually, or in small groups. They should be able to answer the question(s) (without much difficulty) based on the lecture and their class participation.

Assign a one-minute paper by asking students one or more of the following questions: 1) "What do you consider to be the main point(s) of today's class?" or "What one or two things stood out for you from today's class?" 2) "What was the muddiest point?" or "What question(s) still remains uppermost in your mind?" Collect these papers and start the next class session by noting any trends in their responses and/or by addressing their muddiest points and/or questions.

Please note: If you expect student resistance to a new format, take a few minutes to describe to them what you are going to be expecting of them and why. In addition, start small, and as the course progresses, add more activities.

References
Nilson, L. Teaching At Its Best: A Research-Based Resource for College Instructors. (1st ed) Bolton MA: Anker publishing Company Inc. 1998.
Paulson, D. R. & Faust, J. L. "Active Learning for the College Classroom," California State University, 06 Oct. 2006 <http://www.calstatela.edu/dept/chem/chem2/Active/main.htm>
"Interactive Lectures." The Office of Instructional Consultation, University of California, Santa Barbara. Oct. 2006. 6 Oct. 2006 <http://www.oic.id.ucsb.edu/Resources/Teaching/interactlecture.html>

Be Prepared, Even When You're Not

2009-01-16T10:33:00.000-08:00

Be prepared for every class you teach; but if you're not prepared for some reason (and this will happen to you sooner or later), know how to fake it. :)

From: http://www.lansing.cc.mi.us/cte/resources/teachingtips/tip24.aspx

Preparing for when you are Unprepared

While we should always strive to "be prepared," situations will sometimes arise - illness, family emergency, an overwhelming project, etc. that can prevent our being prepared for a particular class session. Should that happen, consider having the following strategies as a back-up plan:

1. "Focus on a key concept addressed in a previous session and with the students input, identify relevant examples and many perspectives from which the issue might be viewed. This will help the students foster a more comprehensive understanding of the concept. For example, if your Business Law class had studied bankruptcy, they might focus on a recently announced corporate bankruptcy. Divide the class into groups of three or four students, and have each group focus on the case from a different viewpoint such as a stakeholder group, an employee, suppliers, shareholders, the business media, etc." (Lyons, 1999)

2. "Recruit a guest speaker from your circle of friends and/or colleagues who you know has made a presentation on a topic of relevance in your course. Ask him/her to share their presentation and answer student questions that might emerge. Take good notes during the presentation, and use these to stimulate further discussion and reinforce important concepts after the guest leaves." (Lyons, 1999)

3. "Identify a late-breaking news story related to your course. Assign student groups one of several key roles such as the press, a governmental agency investigator, a private interest group, etc. to formulate a response to the situation. Ask each group to select a representative to share their response with the large group or serve on a panel to present the case to the public. Thoroughly debrief the perspectives expressed." (Lyons, 1999)

4. "Divide the class into small groups of three or four students, and ask them to develop five questions that you would consider for inclusion on the next examination. You might consider "chunking" the material so that each group has a different key concept." (Lyons, 1999) After they have developed the questions, consider assigning new groups so that there is one representative from each "chunk" in each new group. Have them share their questions with each other, modifying as needed. Prior to turning them in for your consideration, have the original groups reconvene and make any changes to the questions based on the input they received.

References
Lyons, R. Faculty Development Associates Tip of the Week. "How to Survive When You're Not Prepared for Class." Accessed April 25, 2007 <http://www.developfaculty.com/tips.html>

How to Handle Tangents -- Create a Parking Lot

2009-01-15T10:28:00.000-08:00

Do you have students that like to take the class off on tangents? Some do this on purpose, of course. Others are simply interested in seeing where certain ideas can go, but its not always productive to go off in that direction.

Nevertheless, you want to keep your students engaged, but you also need to keep the class focused and on task. The "parking lot" idea is one worth using, as it allows you to do both.

From: http://www.lansing.cc.mi.us/cte/resources/teachingtips/tip14.aspx

Parking Lot

Do your students sometimes digress from the topic at hand?

Are you torn because you want to address their questions but you are also concerned about interrupting the flow, or getting too far off topic?

Consider putting a "parking lot" on the board. It could be a circle or square where you record questions and ideas not directly related to the task at hand. If you use a "parking lot," consider one of the following options during the last few minutes of class:

1. Address the questions in the "parking lot" as appropriate, particularly if they relate to upcoming sessions.

2. Decide what "vehicles" will be driven away and by whom. If a question is not related to the topic, ask a volunteer to find the solution and share their findings either in the next class session or via your [d2l] course site. (If no one volunteers, maybe the question isn't worth pursuing.)

References
Adapted from the University of Kansas - Center for Teaching Excellence, Vol.2, No.4 "Teaching Matters" newsletter.

Student Feedback: Handle with Care

2009-01-14T10:18:00.000-08:00

Students are people, too. :)

It's important to keep that in mind when you provide feedback on essays, tests, and other assignments.

I was always taught to say something positive before saying anything "negative." This can seem somewhat artifical, though, and students have probably picked up on this "trick."

Below are some things to keep in mind when providing student feedback.

From: http://www.oucom.ohiou.edu/fd/teachingtips.htm

1. Handle with care.
Use a "desire to help" attitude with the student.

2. Focus your attention.
Don'st split your focus with any other activity (e.g. incoming phone calls beepers, etc.) while delivering feedback.

3. Be direct.
Vague or general statement don't show the student what needs to be done.

4. Stay objective.
Don't guess or assume that you know why the student is doing something. Stick to what's factual, and withold judgments about the student's behavior

5. Watch your timing.
Feedback is processed most effectively when you deliver it promptly, so that whatever incident you're discussing is gresth in both your minds. Feedback that is saved up over tiem can confus and anger the student.

6. Feedback should be easy to act upon.
Offer realistic suggestions and options for change that the student can put into use right away. Don't hammer away at things beyond everone's control.

7. Involve the student in corrective action.
Allow the student to work collaboratively with you to come up with some options for change. The more the student feels empowered, the more likely the chances of behavior change.

Using a Variety of Instructional Strategies

2009-01-13T10:14:00.000-08:00

It can be rather easy getting into a teaching rut. But the following article provides a pretty good list of ways to mix up the approaches you use to deliever course content.

From: http://www.oucom.ohiou.edu/fd/teachingtips.htm

We know that students learn and retain material best when they employ a variety of senses and have varied experiences. College faculty make the following suggestions to help facilitate learning through mixed strategies:

1. Increase your repertoire of teaching strategies. Refer to the partial list of teaching methods below and try to use at least two methods during each class.

2. Ask students to assume the role of a professional in the field: social worker, psychologist, engineer, nurse, accountant, etc.

3. Assign or encourage participation in community events such as state or county fairs, plays, concerts, business-sponsored activities or open houses, and local government meetings.

4. Show films in different ways: ask students to predict endings or be critics, replay sections, show only a few frames at a time, discuss what might happen in a sequel.

Teacher-Centered Methods
Chalkboard
Commercial materials
Demonstration
Lecture
Visual aids (charts, graphs, pictures, PowerPoint
Models

Group Discussion Methods:
Informal discussion
Committee work
Debates
Panels
Oral reports
Role playing

Other Group Learning Methods:
Class problems
Club/organization work
Contests
Demonstrations
Displays & exhibits
Experiments
Field trips
Surveys
Skits
Outside speakers
Questionnaires

Individual Learning Methods:
Information interviews
Manuals and handbooks
Reference reading
Research
Work experience

2009: How to Make It the Best

2009-01-13T09:16:00.000-08:00

The title of the linked item is a bit more colorful than my edited title, so I hope no one is easily offended.

Title aside, check out the content. Pretty darn good stuff, and definitely worth chewing over -- and sharing with your students:

http://www.positivityblog.com/index.php/2009/01/09/how-to-create-a-kick-ass-2009-my-top-10-favourite-timeless-tips/

Using Students as Catchers in the Rye?

2009-01-12T09:23:00.000-08:00

If you have, say, 40 students in a class, how can you keep track of all of them?

You'd like to keep tabs on them, right? If one doesn't show up for a few classes, you'd like to know why, but is it really practical to email or call them? Not really.

Here's an idea that Peter Burton mentioned to me this morning, and I thought I'd share it here:

Use student groups as a way to support student retention.

How would this work?

1. After the Add/Drop period (i.e. the second week of class), assign students to a "support group." An ideal size for this group might be six members. (So in a class of 40, you'd have seven support groups.)

2. Members in the group exchange contact information -- phone numbers, email, etc.

3. When a member misses a class, other members in the group will contact that person to make sure they're okay, and to give them the information they missed in class. (This should eliminate students who come back to class the next period and ask the instructor: "Did I miss anything important??")

4. To make sure that students take their "support" role seriously, tie their grade (probably through the form of extra credit) to overall group retention. That is, if all members of a group complete the class, award that group 25 extra points, for example. If 5 out of 6 members complete the class, award 10 extra points. Less than 5? Then just thank the group for its effort!

Anyway, I thought this idea had a lot of potential, and I would encourage you to consider doing something like this. I'm sure something similar could be developed for online classes, too.

As always, if you try this idea, let us know how it works for you.

Terribly Write, Unnecessary Quotation Marks, and Engrish

2009-01-12T09:08:00.000-08:00

Boy, oh boy. What fun you can have with the English language! Here are three blogs you can share with your students.

1. Terribly Write -- Looks at all the horrible grammatical mistakes that people make -- mistakes that are somehow published. http://terriblywrite.wordpress.com/

2. Unnecessary Quotation Marks -- Why do people feel the "need" to use unnecessary quotation marks?? Kind of a "fun" little blog. http://quotation-marks.blogspot.com/

3. Engrish -- And this one is my personal fav. What happens when people try to translate words and sentences from Chinese and Japanese into English? Non-stop fun, that's what! http://engrish.com/

Helping Students Learn

2009-01-09T10:06:00.000-08:00

Part of the job of teaching requires us to show students how to be students. I think this part often gets left out. We sometimes expect that students know how to learn already. Experience shows that this is not always a reasonable expectation.

From: http://www.oucom.ohiou.edu/fd/teachingtips.htm

Although it is clearly the students' responsibility to learn the material presented in class, faculty can facilitate learning in many ways. College teachers suggest:

1. At the beginning of each class, write down and describe the format and your goals for the day.

2. Hand out study questions or a study guide.

3. Make specific suggestions for taking notes in your class.

4. When showing a film or video, begin with an overview. Then, ask a few key questions for
students to keep in mind as they watch it. End with a small group and/or whole class discussion.

5. Make learning as active as possible. In addition to lectures, provide opportunities for students to SEE and DO things with key concepts. Group discussions and projects, demonstrations, skits, cases, surveys, short papers and experiments are a few ways to employ active learning methods.

6. Giving a learning styles inventory helps students identify how they learn, and helps you select appropriate teaching methods.

7. Describe good learning habits: how to study you subject area, preparing before topics are discussed in class.

8. Explain how to study for your tests. Give concrete examples and answers.

9. Assign written summaries of difficult material.

10. Provide study aids such as practice exercises, study tips, supplemental readings, and lists of new vocabulary words.

11. Increase retention: if students are absent for 2 or more consecutive classes, phone them.

12. Usually miscommunications are brought to the surface and resolved with one quick call.

13. Arrange for a tour of the library and provide instructions for using their materials, especially as they relate to your class.

14. Give midterm grades and offer suggestions for improving.

Planning Is the Key

2009-01-08T09:47:00.000-08:00

As a teacher, have you ever gone into the classroom unprepared? Sure you have, but make sure that you're thoroughly prepared for the first day.

From: http://www.ctd.ucsd.edu/resources/teaching_tips/firstday.htm

Here are some good tips to keep in mind, not just for the first day, but for the entire class.

Planning is the Key! Make sure that all administrative details have been worked out before the first day of class.

Provide:
Your name, your home telephone number (optional), your office location, your office hours, (make them reasonably accessible), and office telephone number (if you have one).

Your home department, its location, mail code, and telephone number make class objectives clear.

Details on how the class will be organized.

Provide a calendar of tests and papers (if possible).

Know the time and location of alternate sections.

Discipline:
Explain the rules of the class and make them clear from the start.

Resolve conflicts outside of class (e.g. during office hours).

Time Management:
Plan your course, then plan each section with the final goal in mind.

Know the material as best as you can.

Organization And Presentation Of Material:
Organize material for the students, working toward stated goals.

Vary the format by which material is presented.

Let the material and/or objectives dictate the format used.

Modulate and project your voice.

Summarize periodically.

Blackboard Techniques:
Don't talk and chalk.

Start with a clean board, and write neatly.

Define any abbreviations.

Create a logical structure that emphasizes key ideas.

Be aware of students' sight lines to the board

Periodically move about so you don't continually block the same students

Class Discussions:
Arrange furniture so it is conducive to the chosen format.Make eye contact and be aware of your body language.

Make an effort to learn names.

Keep the objectives for the discussion clearly in mind; when the class digresses too far, refer back to the objectives.

Grading:
Make criteria and expectations clear.

Be consistent.

On subjective tests grade question by question rather than paper by paper--be prepared to explain your grading criteria.

Ethics:
Sexual harassment is explicitly and strictly forbidden.

Avoid ethnic and sexual humor, and treat your students as you would like to be treated.

Be watchful of those who do not generally contribute to discussions and find a way to reach them.

Personal Bio Poem

2009-01-07T10:24:00.001-08:00

Tired of the same old icebreakers? Here's one that might be worth trying. Have students write their own "personal bio poem." If you try this one, let us know how it works for you.

From: http://college.hmco.com/instructors/ins_teachtech_fdp_news_tips.html

Purpose: A creative icebreaker that helps the students become better acquainted with each other.

Supplies and Setup: Handout that illustrates the following formula with a typed sample for students to model.

Directions: Ask your students to fill in the information below to create their own personal "bio poem":

Line 1: First Name

Line 2: Four traits that describe you

Line 3: Sibling of_______ (or mother, father, husband, wife of)

Line 4: Lover of (3 items)

Line 5: Who needs (3 items)

Line 6: Who fears (3 items)

Line 7: Who would like to see (3 places, people, ideas, etc.)

Line 8: Last Name

Line 9: Resident of (street and city, state, etc.)

Submitted by Candace C. Taylor, Samson Community College, Clinton, NC

The First Day

2009-01-07T09:33:00.000-08:00

Do you believe that first impressions matter? Then make sure you make your first class of the semester the best it can be.

Here's some useful tips on how to do just that:

From: http://teaching.berkeley.edu/bgd/firstday.html

The First Day of Class

[From the hard copy book Tools for Teaching by Barbara Gross Davis; Jossey-Bass Publishers: San Francisco, 1993. Linking to this book chapter from other websites is permissible. However, the contents of this chapter may not be copied, printed, or distributed in hard copy form without permission.]

The first day of class sets the tone for the rest of the term. It is natural for both students and instructors to feel anticipation, excitement, anxiety, and uncertainty. To pique students' interest and anticipation, convey your enthusiasm for the material and stimulate students' curiosity about topics that will be covered during the term. To reduce students' anxiety and uncertainty, try to create a relaxed, open classroom environment conducive to inquiry and participation, and let students know what you will expect from them and what they can expect from you and the course. The following suggestions, intended to help you get your class off to a good start, address the three important tasks of the first day: handling administrative matters, creating an open friendly classroom environment, and setting course expectations and standards.

1. Visit the classroom before the first meeting.
Locate and figure out how to work the lights, the blinds, and the ventilation. Check any audiovisual equipment (microphone, slide or overhead projector) you will be using. Find out how to obtain help if a bulb burns out or a piece of equipment malfunctions. Get comfortable speaking in the room and see how well your voice carries. Make sure your handwriting on the chalkboard is legible from the back row. (Source: Johnson, 1988)

2. Build a sense of community in the classroom.
In general, students learn more and work harder in classes that spark their intellectual curiosity and allow for active involvement and participation. For the first day, plan an activity that provides opportunities for students to speak to one another or solve problems. Students also tend to work harder and respond more positively if they believe the 'instructor views them as individuals rather than as anonymous faces in the crowd (Wolcowitz, 1984). From the start, then, make an effort to get to know your students and express your interest in working with them during the semester.

3. Address students' concerns.
Students enter a new class with several questions: Is this the right course for me? Does the teacher seem competent and fair? How much work will be required? How will I be evaluated? Use the first day to help your students understand how the class will serve their needs, and demonstrate your commitment to help them learn.

4. Set the tone for the rest of the semester.
Greet students when they enter the classroom. Start and finish class on time. Encourage questions, and give students the opportunity to talk. Stay after class to answer questions, or invite students to walk with you back to your office.

5. Make the time worthwhile.
Once administrative tasks are completed, plunge into substantive material. This signals to students that you are serious about making their time worthwhile and that you expect progress to be made at each session.

6. Expect some awkwardness.
All teachers, especially beginning instructors, feel a twinge of apprehension before the first class. Do your best to assume a confident attitude. Keep in mind that to your students your nervousness is likely to be perceived as energy and enthusiasm. Arriving early on the first day of class and talking informally to students may help you relax. (Source: Marincovich and Rusk, 1987)

Taking Care of Administrative Tasks

1. Write the course name and number on the board.
This message will alert any students who are in the wrong classroom to leave before you begin. (Source: Hilsen, 1988)

2. Take attendance.
Call the roll or ask students to sign in. Have a contingency plan if more students than you can accommodate want to enroll. Check with your department to see whether policies exist for preferential enrollment. Some faculty give preference to graduating seniors. Others make certain that students have the prerequisites and then select enrollment by lottery. If your course is an elective, plan on admitting a few more students than you can comfortably accommodate; a small number will end up dropping your course.

3. Mention department course policies.
Explain procedures for wait lists, adding and dropping courses, and so on. Know where to refer students who have problems in these areas.

4. Explain the procedures for the course's sections.
If your course has sections, make sure that all students know which section they are enrolled in, who their graduate student instructor is, and when and where the section meets. Describe the relationship between the course and its sections and how sections will be run. Have the graduate student instructors introduce themselves.

5. Review any prerequisites for the course.
Let students know what skills or knowledge they are expected to have and whether alternate experience or course work will be accepted. Is help available for those who do not have all the prerequisite skills? If computer work is part of the course, will training be provided?

6. Define your expectations for student participation.
Besides turning in all written assignments and taking exams, what do you expect of students during class? See "Leading a Discussion."

7. Tell students about campus policies on academic honesty.
State your expectations, and let students know what you regard as cheating and impermissible collaboration. See "Preventing Academic Dishonesty"

8. Hand out and discuss the course syllabus.
One faculty member has students read the syllabus and then form groups to identify questions about the course or the instructor (Serey, 1989). Hearing these questions on the first day lets a professor know immediately what concerns are uppermost in students' minds.

9. Invite students to attend your office hours.
Be sure students know where your office is and encourage them to stop by with questions and course-related problems. Make a special point of asking students who feel they may need academic accommodations for a physical or learning disability to see you so that appropriate arrangements can be made.

10. Review safety precautions.
If your course requires lab work or fieldwork, review safe practices for using equipment and supplies and discuss emergency procedures. Show students how to use equipment safely and appropriately. (Source: Johnson, 1988)

11. Review emergency procedures.
Let students know what to do in case of fire, tornado, earthquake, evacuation, or other emergency.

12. Bring copies of the required texts to the first class meeting.
Know which stores besides the campus bookstore stock the texts. Are used copies available? Is the textbook on reserve in the library?

13. Tape the session, if appropriate.
For students who miss the first day of class, make available a videotape or audiotape that they can review on their own. This way you do not have to keep repeating the material as new students join your class. If taping is impractical, ask students who enroll after the first day to obtain notes from someone who attended that session.

Creating a Positive Classroom Environment

1. Introduce yourself to your class.
In addition to telling students how you wish to be addressed, say something about your background: how you first became interested in the subject, how it has been important to you, and why you are teaching this course. Convey your enthusiasm for the field and the subject. For many students, the instructor's enthusiasm about the course material is a key motivator for learning. (Sources: "The First Day of Class," 1989; Wolcowitz, 1984)

2. Ask students to fill out an introduction card.
Have students indicate their name, campus address, telephone number, electronic mail address, year in school, and major field. You might also ask them to list related courses they have taken, prerequisites they have completed, other courses they are taking this semester, their reasons for enrolling in your course, what they hope to learn in the course, tentative career plans, and something about their outside interests, hobbies, or current employment. Make sure that students who later enroll in the course complete an introduction card.

3. Begin to learn student's names.
By learning your student's names, you can create a comfortable classroom environment that will encourage student interaction. Knowing your students' names also tells them that you are I interested in them as individuals. As you call roll, ask for the correct pronunciation and how the student prefers to be addressed. If your course enrolls fewer than forty students, call the roll for several class meetings to help you learn names. During the term, call students by name when you return homework or quizzes, and use names frequently in class. Ask students who are not called upon by name to identify themselves. Here are a variety of other strategies for learning students' names:

4. Photographs: Consider grouping students for Polaroid pictures during the second week of class.

In a single shot you may be able to photograph four or five people. The act of posing for a picture breaks the ice and creates an informal, relaxed environment. Circulate the photographs and have students write their name underneath their picture. If you do not have access to a camera, ask students to submit a small photograph of themselves (such as those taken in penny arcade photo booths or from their driver's license or student photo ID). Photocopies of photographs are fine. Place these photos on students' information sheets or introduction cards. Photographs are helpful in recalling a student before an appointment, or later on, when you are asked to write a recommendation for a student, you can refer back to the picture to jog your memory.

5. Name cards: For a seminar class, use the United Nations model of place cards in front of each student. In a studio or lab course, post students' names above their workstations.

6. Seating chart: Ask students to sit in the same seats for the first few weeks, and prepare a seating chart. Or block out on a piece of paper general locations within the room and write the names of students inside the appropriate blocks, instead of labeling exact seats. Try to memorize four or five names at each class session.

7. Name game: In small classes, ask the first person to give her name. The second person gives the name of the first person and his own name, and the third person gives the names of the first two people followed by her own name. The chain continues until it returns to the first person, with the instructor preferably near the end. (Source: Scholl-Buckwald, 1985)

8. Introductions: For large lecture classes, at the beginning of each class period, ask six or eight students to introduce themselves.

9. Give students an opportunity to meet each other.
Ask students to divide themselves into groups of three to five and introduce themselves. Or have students group themselves by residence halls or living groups so that they can identify nearby classmates to study with (Heine and others, 1981). Or go around the room and ask all students to respond to one question, such as "What's the one thing you really want to learn from this course?" or "What aspect of the course seems most appealing to you?" Such questions are more interesting than those about students' majors or year in college.

10. Ask students to interview each other outside of class.
If your course has a writing component, you might ask students to write a brief description of their partner. The class could agree on the interview questions beforehand, or each student could devise his or her own items. (Source: Scholl-Buckwald, 1985)

11. If your class is small, conduct a "people search."
Students receive a sheet of paper with five to ten statements and a space for a signature near each statement. The statements should be relevant to students in your class and can be a mix of personal and academic attributes: "Someone who works and goes to school," "Someone who has taken (a related course)," "Someone who has already purchased the textbooks," "Someone who is left-handed," "Someone who knows the order of the planets" (or other content-related question). Students are given ten minutes to obtain as many signatures as possible. You can spend a few minutes debriefing to generate a class profile. Or you can compile the information for distribution at the next class meeting so students have a written record about their classmates. (Sources: Erickson and Strommer, 1991; Weisz, 1990)

12.Break students into small groups.
An English professor divides the class into groups of six and gives each member of the group one line of a six-line poem. Students are asked to reassemble the poem and discuss what the poem means. A sociology professor asks groups of students to come up with a list of the ten most important events (or people) in history. After ten or fifteen minutes, the groups' responses are placed on the board for discussion and interpretation. (Source: Erickson and Strommer, 1991)

13. Encourage students to exchange phone numbers.
If all students agree, ask them to write their name, telephone number, and electronic mail address on a plain sheet of paper and make copies of this roster for them. Encourage students to call their classmates about missed classes, homework assignments, and study groups. Or have students complete 3" x 5" cards and exchange cards with two or three classmates. (Source: "The First Day of Class," 1989)

Setting Course Expectations and Standards

1. Discuss the objectives of the course.
As specifically as possible, tell your students what you wish to accomplish and why, but also ask for what they want to learn from you and what sorts of problems they would like to tackle. Be sure to acknowledge all contributions–your attentiveness to students' ideas will encourage student participation throughout the semester. (Source: McKeachie, 1986)

2. Ask students to list the goals they hope to achieve by taking the course.
Have students, in small groups or individually, list three to five goals in the form of statements about knowledge, skills, appreciations, interests, or attitudes. Students can also rank their goals in terms of how difficult they may be to achieve. Use these lists to identify your class's interests and anticipated problem areas. (Source: Angelo and Cross, 1993)

3. Describe how you propose to spend class time.
How will sessions be structured? How will discussions be organized? Will a specific time be set aside for questions, or may students ask questions as they arise? Should questions requiring a lengthy response be saved for office hours?

4. Give your students ideas about how to study and prepare for class.
Study strategies are especially important in an introductory class. Give examples of questions students might wish to think about or strategies for approaching the material. Tell students how much time they will need to study for the course, and let them know about campus academic support services.

5. If appropriate, give a brief diagnostic pretest.
Explain that this "test" will not be graded but is designed to give you information on topics students have mastered and areas in which they need additional review. You could present a list of key concepts, facts and figures, or major ideas and ask students to indicate their familiarity with each. In a writing course you might assign a short essay that will allow you to identify students' strengths and weaknesses.

6. Ask students to do a group exercise.
Select a key word from the course title and have students generate word associations or related ideas. Put their responses on the board and use the list to give a thematic overview of the course. (Source: Wright, 1989)

7. Work through a problem or piece of material that illustrates the course content.
Begin to teach students how to participate in your class. Engaging students in actual work during the first class session gives them an idea of what your class will be like. You might make a brief presentation of a core idea, pose a typical problem, or ask students to form working subgroups. (Source: Scholl-Buckwald, 1985)

8. Give an assignment for the next class session.
By moving immediately into the first topic, you are indicating to students that the course is worthwhile, well organized, and well paced. Make sure that the assignment is ungraded, however, because students may be adding or dropping your course during the first week or so. (Sources: Johnson, 1988; Povlacs, 1986)

9. Ask students to write their reactions to the first day.
Take two minutes at the end of class to have students jot down unsigned comments about what went well and what questions they have about the course. (Source: McKeachie, 1986)

References
Angelo, T. A., and Cross, K. P. Classroom Assessment Techniques: A Handbook for College Teachers. (2nd ed.) San Francisco: Jossey-Bass, 1993.
Erickson, B. L., and Strommer, D. W. Teaching College Freshmen. San Francisco: Jossey-Bass, 1991.
"The First Day of Class: Advice and Ideas." Teaching Professor, 1989, 3(7), 1-2.
Heine, H., and others. The Torch or the Firehose? A Guide to Section Teaching. Cambridge: Undergraduate Academic Support Office of the Dean for Student Affairs, Massachusetts Institute of Technology, 1981.
Hilsen, L. "A Helpful Handout: Establishing and Maintaining a Positive Classroom Climate." In E. C. Wadsworth, L. Hilsen, and M. A. Shea (eds.), A Handbook for New Practitioners from the Professional and Organizational Development Network in Higher Education. Stillwater, Okla.: New Forums Press, 1988.
Johnson, G. R. Taking Teaching Seriously. College Station: Center for Teaching Excellence, Texas A & M University, 1988.
McKeachie, W. J. Teaching Tips. (8th ed.) Lexington, Mass.: Heath, 1986.
Marincovich, M., and Rusk, L. Excellence in Teaching Electrical Engineering. Stanford, Calif.: Center for Teaching and Learning, Stanford University, 1987.
Povlacs, J. T. "101 Things You Can Do the First Three Weeks of Class." Teaching at the University of Nebraska, Lincoln, 1986, 8(l), 1-4. (Newsletter available from the Teaching and Learning Center, University of Nebraska, Lincoln)
Scholl-Buckwald, S. "The First Meeting of Class." In J. Katz (ed.), Teaching as Though Students Mattered. New Directions for Teaching and Learning, no. 21. San Francisco: Jossey-Bass, 1985.
Serey, T. "Meet Your Professor." Teaching Professor, 1989, 3(l), 2.
Weisz, E. "Energizing the Classroom." College Teaching, 1990, 38(2), 74-76.
Wolcowitz, J. "The First Day of Class." In M. M. Gullette (ed.), The Art and Craft of Teaching. Cambridge, Mass.: Harvard University Press, 1984.
Wright, D. L. "The Most Important Day: Starting Well." Teaching at the University of Nebraska, Lincoln, 1989, 11(l), 1-3. (Newsletter available from the Teaching and Learning Center, University of Nebraska, Lincoln)
From the hard copy book Tools for Teaching by Barbara Gross Davis; Jossey-Bass Publishers: San Francisco, 1993. Linking to this book chapter from other websites is permissible. However, the contents of this chapter may not be copied, printed, or distributed in hard copy form without permission.

Positivity Blog -- Any Teaching Applications?

2008-12-12T13:11:00.000-08:00

I follow the Positivity Blog on a regular basis, and today they've posted an article called "8 Tips for Building a Better Social Life." http://www.positivityblog.com/index.php/2008/12/12/wayne-dyers-top-8-tips-for-building-a-better-social-life/

So I had this weird thought. Could such an article be somehow applied toward the teaching profession? And the answer, I think, is yes. Yes, you can take information like this and adapt it to your teaching -- your relationship with colleagues, students, staff, etc.

What do you think? Do you see the connection between positivity and good teaching?

Online Learning Learning: 10 Tips

2008-12-09T09:37:00.000-08:00

From http://www.designingforlearning.info/services/writing/ecoach/tenbest.html

This site provides a nice top 10 list of pretty good practices (I hate the phrase "best practices"). Click the above link for the full details. Below is just the distilled list:

Be present at the course site (i.e. post a lot of Announcements, and actively participate with your students in the Discussion Boards)
Create a supportive online course community
Share a set of very clear expectations for your students and for yourself as to (1) how you will communicate and (2) how much time students should be working on the course each week
Use a variety of large group, small group, and individual work experiences
Use both synchronous and asynchronous activities
Early in the term -- about week 3 -- ask for informal feedback on "How is the course going?" and "Do you have any suggestions?"
Prepare Discussion Posts that invite questions, discussions, reflections, and responses
Focus on content resources and applications and links to current events and examples that are easily accessed from learner's computers
Combine core concept learning with customized and personalized learning
Plan a good closing and wrap activity for the course

Online Learning: Faculty Tips

2008-12-08T09:30:00.001-08:00

Our faculty friends at Mercy College were asked "Do you use any best practices techniques that you would recommend to other faculty?"

(http://www.mercy.edu/mercyonline/best_practices_report.htm)

Below is what they came up with:

frequent/constant instructor feedback and involvement

praise good work in public; express negative feedback in private

oversee discussions, but have students facilitate them

keep discussions on target and flowing

establish and adhere to deadlines

create and use an anonymous comments folder for student feedback

organize web pages and coursework for easy navigation

establish expectations at the beginning of the course

use small groups to enhance discussions

holding students responsible for higher-order thinking

encourage classmates to submit "suggested points of revision"

provide students with access to online resources

clearly stated classroom etiquette

use grading feature to send quiz and assignment grades with explanations and suggestions

create a separate discussion folder for each week/module

insist on clear and correct writing

keep course materials current; link become dated quickly

use interesting and current articles and provocative question to stimulate discussions

adapt to student needs

offer private responses to papers

give a discussion report card on student activity

have students post assignments in discussion area for all to comment

for each discussion, assign students to perform roles of starter, facilitator and summarizer while others participate in the discussion; student roles vary from discussion to discussion

Online Learning vs. Face-to-Face Learning

2008-12-05T09:20:00.000-08:00

From: http://www.mercy.edu/mercyonline/best_practices_report.htm

Faculty at Mercy College were asked to compare online and on-campus teaching methods. Below is what they came up with. What do you think?

Make greater efforts online to communicate clearly

In both, expectations of student curriculum-based participation is becoming more obvious

More dynamic online since it is more difficult to add appropriate emotion and dialogue without chancing misinterpretation

Focus on one aspect of communicating information at a time in class while delivering information from many different directions at once online

Greater relating of course content to actual societal issues online than in class

"Live" examples (guests, videos, group discussions) are not given online as they are in class

Promote greater interaction in discussions online than onsite

Approach onsite class as an "entity" and online with a more one-on-one approach

"Break-up" of activities to avoid monotony and allow a "mental break" in class is not necessary online

Although "labor-heavy," greater one-on-one interaction online than in class

Tendency to "embellish and take chances more" in class than online

Requirement of participation works online, not onsite

Onsite requires paper responses vs. online where responses are placed in discussion

Greater promotion of student-to-student interaction online

Onsite one can "wing" a class through body language; online requires constant feedback and more attention to the written word

Inability to "break in" on discussions and raise questions or provide comments "on the spot" online as onsite

More creativity required in communicating and making connections online

Online allows continuous feedback from day one allowing greater knowledge as to whether students misunderstood or missed important information unlike in class

Using Games in Instruction

2008-12-04T09:14:00.000-08:00

Here's a link that's worth mining if you like to add "games" or fun activies to your instruction.

http://www.thiagi.com/freebies-and-goodies.html

If you find any that you especially like (or that you've tried and found useful in the classroom), please leave a comment and let us know.

Online Learning: Course Assessment

2008-12-03T08:58:00.000-08:00

From http://www.sjc.cc.nm.us/pages/2852.asp (Some really good stuff here -- please click the link for the full article, including detailed information for each point listed below, as well as the research that backs it all up.)

Match learning objectives with assessments
Take precautions to limit the possibility of cheating
Communicate assessment tasks clearly
Use formative assessment to promote deeper learning; consider alternative forms of assessment such as portfolios
Use self-assessments to improve learning and self-awareness
Have students conduct peer-assessments (may be particularly effective when used in conjunction with group work)
When conducting performance assessments, take into account the role of feedback in short-term versus long-term retention
Evaluate your assessment practices
Conduct a mid-semester and/or end-of-semester course evaluation to collect feedback on the workings of the course
Select appropriate items for your mid-semester or end-of-semester course evaluation
If you administer a course evaluation, consider answering the questions yourself and comparing them with the responses of students

Online Learning: Course Communication

2008-12-02T08:50:00.000-08:00

From http://www.sjc.cc.nm.us/pages/2851.asp (Be sure to click on the link for the full article -- detailed information for each point listed below, as well as the research that backs it all up.)

Establish clear goals for classroom or virtual communications, and share these with your students
Incorporate electronic discussion forums into course design
Encourage peer-to-peer interaction between students
Devise a plan for using conscious questioning to encourage, initiate, and guide student discussion
Use cooperative learning techniques for small group learning activities
Place students into small groups of 2-4 members (mixed gender and ability) for problem-solving and discussion-oriented activities
Provide students with strategies for working in groups
Use collaborative learning to support asynchronous discussion
For effective discussion teaching, encourage a partnership between the students and instructor, encourage the evolution of a learning community, form an alliance with students, and manage the content and process
Use good listening skills to be sensitive to the messages being sent and to the multiple dimensions of what participants have to say, and to show respect for participants and their contributions. Create opportunities for participants to develop these skills as well
Use effective questions, listening, and response to manage discussion
Help students develop class participation skills

Online Learning: Course Structure and Content

2008-12-01T08:34:00.000-08:00

From http://www.sjc.cc.nm.us/pages/2850.asp (Be sure to click the link for more details on each point, as well as the research that backs it up. )

Set Clear Goals
Design an Effective Syllabus
Recognize that students may have different learning styles, and make an effort to match your teaching to multiple learning styles
Design learning environments that support a variety of learning styles
If teaching online, create course content pages so that they support web user reading techniques
Give students significant control over navigation of course materials
Provide learners with some control over the sequence of learning activities
When using technologies, provide content in multiple media to support the formation of more robust mental models
In online environments, be aware of the effects of download time for varying multimedia file sizes
Recognize that learners will approach the course from different perspectives
Design activities that encourage "active" learning in which students are expected to participate
When using case studies, write interesting and effective cases
Use problem-based learning to apply course concepts
Adequately prepare students for problem-based approaches to learning, and provide feedback to students during the process
When using problem-based learning, provide adequate structure for group work
Provide appropriate individual and creative problem-solving opportunities
Provide activities such as summarizing or generating questions that will encourage students to think critically and generate their own meaningful connections with the materials
Insert questions, charts, and/or diagrams into text to help students better regulate their own comprehension or visualize a concept
Encourage students to use good learning strategies, such as re-reading, note-taking, distributing learning over time, and time management
Encourage critical thinking by presenting students with tasks that require analysis, synthesis, and problem recognition, and problem solving, inference, and evaluation
Provide adequate support for students so they can perform course activities successfully and efficiently
Provide frequent and prompt feedback to students
Provide opportunities for frequent interactions between yourself and your students
Convey high (but reasonable) expectations of your students; be careful to hold the same expectations for all of the students in your course
Observe copyright and fair use policies and guidelines

Brain-based Learning

2008-11-26T10:01:00.000-08:00

From: http://www.funderstanding.com/brain_based_learning.cfm

Definition
This learning theory is based on the structure and function of the brain. As long as the brain is not prohibited from fulfilling its normal processes, learning will occur.

Discussion
People often say that everyone can learn. Yet the reality is that everyone does learn. Every person is born with a brain that functions as an immensely powerful processor. Traditional schooling, however, often inhibits learning by discouraging, ignoring, or punishing the brain's natural learning processes.

The core principles of brain-based learning state that:

1. The brain is a parallel processor, meaning it can perform several activities at once, like tasting and smelling.

2. Learning engages the whole physiology.

3. The search for meaning is innate.

4. The search for meaning comes through patterning.

5. Emotions are critical to patterning.

6. The brain processes wholes and parts simultaneously.

7. Learning involves both focused attention and peripheral perception.

8. Learning involves both conscious and unconscious processes.

9. We have two types of memory: spatial and rote.

10. We understand best when facts are embedded in natural, spatial memory.

11. Learning is enhanced by challenge and inhibited by threat.

12. Each brain is unique.

The three instructional techniques associated with brain-based learning are:

1. Orchestrated immersion--Creating learning environments that fully immerse students in an educational experience

2. Relaxed alertness--Trying to eliminate fear in learners, while maintaining a highly challenging environment

3. Active processing--Allowing the learner to consolidate and internalize information by actively processing it

How Brain-Based Learning Impacts Education
Curriculum--Teachers must design learning around student interests and make learning contextual.

Instruction--Educators let students learn in teams and use peripheral learning. Teachers structure learning around real problems, encouraging students to also learn in settings outside the classroom and the school building.

Assessment--Since all students are learning, their assessment should allow them to understand their own learning styles and preferences. This way, students monitor and enhance their own learning process.

What Brain-Based Learning Suggests
How the brain works has a significant impact on what kinds of learning activities are most effective. Educators need to help students have appropriate experiences and capitalize on those experiences. As Renate Caine illustrates on p. 113 of her book Making Connections, three interactive elements are essential to this process:

1. Teachers must immerse learners in complex, interactive experiences that are both rich and real. One excellent example is immersing students in a foreign culture to teach them a second language. Educators must take advantage of the brain's ability to parallel process.

2. Students must have a personally meaningful challenge. Such challenges stimulate a student's mind to the desired state of alertness.

3. In order for a student to gain insight about a problem, there must be intensive analysis of the different ways to approach it, and about learning in general. This is what's known as the "active processing of experience."

A few other tenets of brain-based learning include:

1. Feedback is best when it comes from reality, rather than from an authority figure.

2. People learn best when solving realistic problems.

3. The big picture can't be separated from the details.

4. Because every brain is different, educators should allow learners to customize their own environments.

5. The best problem solvers are those that laugh!

Designers of educational tools must be artistic in their creation of brain-friendly environments. Instructors need to realize that the best way to learn is not through lecture, but by participation in realistic environments that let learners try new things safely.

The content on this page was written by On Purpose Associates.

How Much Should I Try to Cover in One Class?

2008-11-25T09:46:00.000-08:00

From: http://tep.uoregon.edu/resources/faqs/preparingtoteach/oneclass.html

The better question to ask here is - How much do you want your students to learn, understand and be able to apply? You can talk nonstop and jam as much content into a class period as possible. But that's about all that strategy will accomplish. The better you know and understand your students, the more effectively you will be able to facilitate their learning in your course.

Some general guidelines are to generate two or three main topics or big ideas for each class session. Split the session into 10 or 15 minute "chunks" for each topic and expand on each with definitions, explanations, illustrations, and examples, leaving time for questions after each. Remember to restate the big ideas before and after each "chunk." If you do this, you may cover less and uncover more.

Managing -- and Motivating! -- Distance Learning Group Activities

2008-11-24T09:18:00.000-08:00

From: http://www.tltgroup.org/gilbert/millis.htm

By Barbara Millis

To promote learning, you will want to structure online activities to encourage the kind of student interactions and active learning that foster deep learning. Deep approaches to learning -- learning for understanding -- are integrative processes where students synthesize and connect material to existing knowledge. Deep learning, which has an extensive international research base, is predicated on four key principles. As Rhem[1] summarizes:

(1) Assignments should motivate students to learn and

(2) they should build on a carefully structured, integrated knowledge base. Learning should include

(3) active student involvement and

(4) interaction among students.

Careful planning can support the first two principles. The latter two can be fulfilled in part by pairing students or placing them in small groups/teams. But, simply putting students into groups, as numerous studies have indicated, does not accomplish the desired results. Principles of cooperative learning, as outlined by Millis and Cottell,[2] must be applied to achieve maximum results. Effective, creative uses of technology should rest on all we know about human learning. Not surprisingly, the same principles—outlined below—that foster effective in-class learning can also promote learning at a distance.

Ask yourself key questions about the proposed group activity.

David Campbell has warned, “If you don’t know where you’re going, you’ll probably end up somewhere else.” This saying is certainly true for group activities. As a general rule, you will want to ask yourself the following questions:

· What will you do?

· Why are you doing it?

· How will this activity further your course objectives?

· How will you introduce this activity to students?

· How will you form groups?

· How will you monitor students' interactions and learning?

· How will you foster positive interdependence (goal, resource materials, evaluation methods, roles, etc.)?

· How will you maintain individual accountability?

· What problems/challenges do you expect?

Be certain that group activities further the course objectives.

Peter Vaill, William F. Massey and others are encouraging faculty to think in terms of systems. They postulate that factors such as the professor’s content knowledge, the teaching and learning processes employed, assessment of student learning, and subsequent feedback lead faculty to improvements. They emphasize, however, that accurate assessment is possible only with clearly delineated goals. Thus, learning activities must be framed by considerations of the impact they are intended to have on student learning and how well they achieve the desired results.

Explain to students the nature and value of the proposed activities.

Many students will come to online courses with learning styles that predispose them to work independently. Furthermore, they may have been “burned” in the past by ineptly managed group work. Thus, it is extremely important to explain why group interactions will further immediate course goals and also lead to other desirable outcomes such as acquiring the teamwork skills needed in the modern work place. More importantly, emerging studies suggest that students learn better when they have opportunities for collaboration.

Your course objectives should also motivate students to succeed. Students are motivated to learn, according to McMillan and Forsyth,[3] “if their needs are being met, if they see value in what they are learning, and if they believe they are able to succeed with reasonable effort” (p. 50).

Be certain to give clear instructions.

Group work can be frustrating for both students and faculty if instructions are not clear. Students may question your organizational skills, and they may waste precious time puzzling over directions. Instructions should clearly delineate the task and/or explain your expectations. They should indicate the degree of freedom given to students in structuring the task and assigning group roles. Clear instructions always include the time involved. Students cannot manage their time wisely if they cannot plan ahead. Numerous studies, including the well-known Seven Principles for Good Practice in Undergraduate Education,[4] have identified “time on task” as a factor critical to student achievement. In fact, instructions should also include a “sponge” or extension activity that teams must turn to if they complete the initial assignment. This “sponge” typically involves more challenging problems to solve or more complex issues to discuss.

Clear instructions also eliminate barriers to learning. Tasks should be structured to make online collaboration both easy and desirable.

Provide students with a sense of closure.

As indicated above, students may be unwilling group members unless they see the value of cooperative learning. You must be careful that you don’t appear to be “toying” with them by withholding information while a group struggles with a difficult problem. As a rule, most instructors will offer help when all group members admit that they need it. A better tactic might be to allow students to ask a student “adviser” from a different learning team to offer advice. These objectives can be accomplished online through carefully structured rules, ones that involve student buy-in, perhaps by involving them in the formulation of the rules.

Keep the group size small.

Most teachers experienced with group work advocate groups composed of three to four students. Four, or a quad, is generally considered the ideal because the group is large enough to contain students who will bring diverse opinions, experiences, and learning styles to aid in problem solving. If a group member fails to log in, the group can continue to function smoothly. A group of four is not so large, however, that students can hide. All must carry their fair share of the workload. A quad has the additional advantage of offering easy pair formation within the group.

Unless there is a compelling reason to do otherwise, aim for heterogeneous groups.

Felder and Brent[5] give a reasoned case for heterogeneity in ability:

The drawbacks of a group with only weak students are obvious, but having only strong students in a group is equally undesirable. First, the strong groups have an unfair advantage over other groups in the class. Second, the team members tend to divide up the homework and communicate only cursorily with one another, omitting the dynamic interactions that lead to most of the proven benefits of cooperative learning. In mixed ability groups, on the other hand, the weaker students gain from seeing how better students study and approach problems, and the strong students gain a deeper understanding of the subject by teaching it to others.

The research on heterogeneous grouping under cooperative conditions also reports important affective gains on the university level: Retention increases; students feel more positively toward the subject matter; students increase their communication and social skills, self-esteem rises, and peer relations become more positive.

To ensure heterogeneity, form teacher formed teams.

Group formation ideally furthers the pedagogical basis of the course. Group formation should promote: (1) course goals; (2) sound learning theory; and (3) philosophical convictions. You should therefore aim for heterogeneous grouping, deliberately mixing students based on achievement level, gender, ethnicity, academic interests, learning styles, or any other relevant factors. Such grouping will typically permit students to work constructively with varied individuals who will bring different strengths and approaches to academic tasks. Besides success with the immediate tasks, positive interactions with diverse individuals prepare students for the modern work place and for society as a whole. You should explain to students your rationale for grouping them as you do. If online courses only permit random grouping, then that is preferable to “tracking,” where students are assigned to groups based on ability.

Keep groups together long enough to establish positive working relationships.

Permanent learning teams should remain together long enough to pass through the “forming,” “storming,” “norming” and “performing” phases cited in the group dynamics literature. Students need time to become acquainted, to identify one another’s strengths, and to learn to support and coach one another. Thus, most practitioners recommend that groups remain together for the duration of an extended project or a series of ongoing activities. Usually, students will remain together about half a semester. Always clearly explain to students when and why they will be re-grouped to forestall the inevitable laments that come from closely bonded teams “rent asunder.”

Allow time for team building.

Team-building activities should not be frivolous, off-task exercises that send the wrong signal to students. Design early activities to get student working together on meaningful tasks. It is dangerous to assume that students will bring with them the skills needed to function effectively in cooperative groups, particularly when they may not be accustomed to the anonymity of online courses. You thus need to structure the online class so that activities build on one another and promote cooperation. A good opener might be to have students share personal—but not too intimate—information, perhaps through a discipline-relevant autobiography.

Encourage students to monitor, as you will, group processing.

Group processing activities help build team skills, allow students to reflect on their learning process and outcomes, and provide teachers with continuous feedback. Group processing involves such things as leadership, decision making, communication, and conflict resolution. Content is what is being discussed, while process is how the group is functioning. Both students and teachers need to monitor group and individual progress. After an assignment or activity, for instance, students could respond to questions such as: "Did all members of the group contribute?" "What could be done next time to make the group function better?" "What were the most important things I learned?” or “What contributions did I make?”

Use Classroom Assessment Techniques (CATs) to determine student progress.

Angelo and Cross’ book[6] offers fifty techniques for assessing student learning. Many of these, such as the One-Minute Paper or the Muddiest Point, can be conducted, analyzed, and “debriefed” rapidly online. Classroom assessment practices not only help you understand the extent of student learning, but they also get students involved in monitoring their own academic progress in your course.

Encourage students to practice and reinforce positive social skills.

Social skills are important although students may not initially see their connection with academic learning. They may react as Ira does in a cartoon by Mel Lazarus. When a swimming coach urges his charges to follow the "buddy system" before leaping into a lake, Ira demands: "Are we here to learn swimming or interpersonal relationships?" Interpersonal skills go well beyond mere politeness. Students must recognize the importance of cooperative interaction and mutual respect. Faculty in online courses should model appropriate social skills, including ways of providing constructive feedback or eliciting more in-depth responses through probing questions. They should also reinforce these social skills by publicly commenting on ways students use them effectively.

Structure activities to promote positive interdependence

Johnson, Johnson, and Smith (1991)[7] describe positive interdependence in these words:

Cooperation results in participants' striving for mutual benefit so that all members of the group benefit from each other's efforts (your success benefits me and my success benefits you), their recognizing that all group members share a common fate (we sink or swim together) and that one's performance depends mutually on oneself and one's colleagues (we cannot do it without you), and their feeling proud and jointly celebrating when a group member is recognized for achievement (you got an A! that's terrific!). (p. 3)

In a cooperative, group-oriented setting, all online class members, particularly those grouped in instructor-selected teams, contribute to each other's learning. Through careful planning, positive interdependence can be established by having students, achieve: (a) mutual goals, such as reaching a consensus on specific solutions to problems or arriving at team-generated solutions; (b) mutual rewards, such as individually assigned points counting toward a criterion-referenced final grade, points which only help, but never handicap; (c) structured tasks, such as a report or complex problem with sections mutually developed by all team members; and (d) interdependent roles, such as group members serving alternately as discussion leaders, organizers, recorders, and spokespersons.

Promote individual accountability.

No matter how much mutual support, coaching, and encouragement they receive, students must be individually responsible for their own academic achievements. Individual accountability indicates to students who might be "hitchhikers" (students who do not—for whatever reasons—typically do a fair share of assigned group work) or "over achievers" or "workhorses" (students who assume a disproportionate amount of the workload), that these roles are unacceptable in a cooperative setting. Because students have been acclimated to academic settings where they compete against fellow classmates, this aspect of cooperative group work is somehow reassuring: their final course grades will be based on their own efforts, uncompromised and uncomplicated by the achievements of others. You can grade online quizzes, projects, and final exams just as you would in a class where group work is not the norm.

Set up a clear, non-competitive, criterion-referenced grading scheme.

A common misconception suggests that group work automatically entails group grades. Nothing could be further from the truth. Individual accountability precludes this too-often-used practice. Undifferentiated group grades for a single project, particularly when the work is completed out-of-class, invite inequity problems. Too often one student ends up doing the majority of the work. That student often relishes the power associated with this role but resents the lack of input from students who will benefit from the same grade. The students who contribute little receive signals that their efforts are unappreciated or unwanted, and they learn the negative lesson that they can receive a grade they did not earn.

Some professors, especially those in preprofessional disciplines, may argue that "real world" preparation should put students in situations where they must negotiate each team member's input and be prepared to accept less-than optimum results, including situations where one team member's performance—or lack of performance—drags down the team grade for all members. In fact, however, no corporate leader would allow a team to dissolve in bickering or exclusive behavior when a job needs to be done. Nor do responsible leaders write the same performance appraisals for all their personnel. Ethical, legal, and moral issues are involved when you assign a common grade to all group members for a single project. All cooperative learning experts advise against undifferentiated group grades.

Thus, you will want to establish clear criteria for success. These standards should be high, but they should theoretically be within the grasp of all students who work—often cooperatively—toward your benchmark.

Anticipate problems and don’t be afraid to seek constructive help.

No matter how carefully you plan, some things will invariably go wrong. Don’t despair: numerous educators have emphasized the value of risk-taking to professional growth. The point is not to give up (“Oh, I tried online group work and it didn’t work at all”). Seek help from knowledgeable colleagues and from faculty development centers where you will find books, articles, and professionals who can offer indirect advice or who can observe your online classes.

Remember that the research on deep learning is unequivocal. To reach your intended educational outcomes, you must provide students with opportunities for interactions and for active learning. These should occur in carefully structured, sequenced activities that are frequently assessed. The technology is merely a tool to help implement these techniques.

--------------------------------------------------------------------------------

[1] Rhem, J. (1995). Deep/surface approaches to learning: An introduction. The National Teaching and Learning Forum, 5(1), 1-3.

[2] Millis, B. J. & Cottell, P. G. (1998). Cooperative Learning for Higher Education Faculty. Phoenix: American Council of Education/Oryx Press.

[3] McMillan, J. H. & Forsyth, D. R. (1991). What theories of motivation say about why students learn. In R. J. Menges and M. D. Svinicki, College Teaching from Theory to Practice. New Directions for Teaching and Learning. No. 45 (pp. 39-51). San Francisco: Jossey Bass.

[4] Chickering, A. W. & Gamson, A. F. (1987). Seven Principles for Good Practice in Undergraduate Education. Racine, WI: The Johnson Foundation, Inc/Wingspread.

[5] Felder, R. M. & Brent, R. (1994). Cooperative learning in technical courses: Procedures, pitfalls, and payoffs. Eric Document Reproduction Service Report ED 377038.

WWW location: http:/www2.ncsu.edu/uni...c/Papers/coopreport.html

[6] Angelo, T. A. & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers, 2nd Ed. San Francisco: Jossey-Bass.

[7] Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Cooperative learning: Increasing college faculty instructional productivity. ASHE-ERIC Higher Education Report No. 4. Washington, D. C.: The George Washington University School of Education and Human Development.

20 Ways to Make Lectures More Participatory

2008-11-21T10:54:00.000-08:00

From: http://isites.harvard.edu/fs/html/icb.topic58474/TFTlectures.html

Lectures play a vital role in teaching. There will always be a place for lectures in the curriculum -- to give technical material or factual information, to provide structure to material or an argument, to display a method or example of how one thinks in a given field, or even to inspire and motivate students to explore further. At the same time, it often enhances both your presentation of the material and students’ learning when students are able to participate in some way. When students engage actively with material, they generally understand it better and remember it longer.

Asking for student participation highlights the distinction between faculty covering material and students learning it. Student participation often results in covering less material during a semester. Yet it also can mean that students learn more material than in a traditional lecture course, because they truly grasp the fundamentals and have more chances to clear up confusion. Large numbers of students in class does not preclude interaction. The following list of ways to open up lectures to student participation have been used in classes of up to 1200 students, as well as in smaller groups.

Note: If you decide to invite student participation in lectures, consider beginning with the very first lecture, when norms and expectations for class are being established. It is more difficult to engage students in a large lecture class later if they are accustomed to being silent. If you decide to ask students to participate in lectures later in the term, give a short introduction or explanation about your change in strategy.

Beginning the lecture (or course)

1. Begin the course or the lecture with a question or questions which help you to understand what students are thinking. "What are some of the differences between clinical medicine and public health?" "How do we interpret medical research findings? For example, the response rate for one regimen is 23% and another treatment showed a 40% response rate. How can we interpret these numbers? What other information would we want to know?" "What would be a feminist perspective on contraceptive research?" "What are some examples of marginalized populations?" "What image do you have of people who have HIV or AIDS?"

2. Begin the course or the lecture by posing a problem and eliciting several answers or solutions from the students. The lecture can then go on to explore and build on the suggestions that emerge from the discussion. For example: "When you think about the definition of epidemiology, what possible applications of this methodology come to mind?" "What are some underlying biological factors for poor health status?" "What are some reasons people may not have health insurance?"

3. An interesting way to introduce topics you will cover in a course and to find out students' assumptions is to ask students to jot down answers to some questions on their own and then combine answers in a small group. Examples from a pre-course survey: "--List up to 10 major environmental disasters. --Name up to 10 health disorders in which environmental agents are causative; list the 10 etiologic agents. --Identify up to 10 national (U.S. or other) environmental laws and the problems they address. --Identify the kinds of data needed to characterize an environmental health hazard. --List the steps in quantitative risk assessment. Which steps require both epidemiology and biostatistics."

Inviting participation

4. Create an atmosphere that encourages student participation by using a conversational tone and not criticizing student questions or comments in front of the class. Students take a risk when they talk; you need to deal tactfully with their contributions. Your body language -- whether you hold yourself in a stiff or relaxed manner -- also influences student participation. Consider moving closer to the students rather than speaking from behind the podium. Explain your reasons for varying the traditional lecture style. Students more willingly participate in class if they understand the rationale behind an approach that may be unfamiliar.

5. If you want students to talk, look at them. Some teachers call on students. (Some teachers never call on students -- this is a matter of strong personal preference.) Asking students to speak in class is easier to do if they use name cards or if you have learned their names. This will encourage them to use each others' names as well; people are more likely to talk when they know each other. Some students will be too shy to speak in a large group, at least at first. If speaking in class is the norm and everyone is expected to do it, you can call on everyone in good faith (perhaps calling on better prepared --and bolder--students first, and asking easier questions later of the quieter students).

6. Invite challenges to your ideas. This can lead to lively debates and shows that students are thinking and engaging with the material. Also, invite questions. You may have to help students new to a field know how to challenge or question. One way to do this is to present different points of view on any given topic, and then state why you believe a certain view best accounts for the evidence. (Decide whether you are comfortable with interruptions or whether you want to have a question time at the end.)

7. When a student asks a question, instead of answering yourself, ask for an answer from other members of the class. In a large group, always repeat a question or paraphrase a response before going on, so that all students can hear and understand (this is especially important when students in the class do not speak English as a native language).

Punctuating the lecture with questions

8. Ask questions throughout the lecture, so that the lecture becomes more of a conversation. Asking students to raise their hands (for example, "What is the direction of the data: increasing? decreasing?") is easier than asking them to speak. Questions with surprising answers can engage students' interest (for example, "What is the probability that two people in this room have the same birthday?") Generally, questions are more evocative if you are not looking for one right answer. The most fruitful questions are thought-provoking and, often, counterintuitive. For example, when comparing health indicators of different countries, ask students to guess where the U.S. or their country of origin ranks. Discuss the link between socioeconomic status and health; ask students to predict changes over time. For example, "Do you think it has gotten better or worse in your country over the last twenty years?"

9. Pause in the lecture after making a major point. Show students a multiple-choice question based on the material you have been talking about. (Example: "If the incidence rate of tuberculosis (TB) increased due to an increase in immunocompromised AIDS patients, but the duration of tuberculosis infections remained the same, the prevalence of TB would a) increase, b) decrease, or c) not change.") Ask students to vote on the right answer, and then turn to their neighbors to persuade them of the answer within the space of two minutes (talking to a few people is easier than speaking up in a large group). When time is up, ask them to vote a second time. Usually far more students arrive at the correct answer when voting the second time.

10. If readings have been assigned for a class, refer to them so their purpose is clear. You may ask questions about the readings from time to time; individuals or groups might be asked ahead of time to prepare short presentations of their interpretations of the readings.

11. When using slides, maps, or handouts, ask students what they see before you tell them what you see. Use these devices to help students think about a problem as you introduce it. For example, show a map of where cases occurred during an epidemic. Ask the students, "As an investigator of the outbreak, what questions might you want to ask?" Show a table of data about a country (birth rate, death rate, population, per cent of population with heart disease, number of nurses per capita, money spent on health per capita, G.N.P., etc.) Ask, "What do these data tell us? Where would you begin to explore? What kinds of questions could we answer and how?"

Varying the format

12. To vary the traditional lecture format, ask students, by section, to make presentations, do role plays, illustrate a position dramatically, debate a point. Or, ask TAs to give short presentations on areas of their expertise. Then invite the whole class to discuss the points illustrated.

13. For debates in a large group, divide the room into two or four groups, assigning one role or position to each group. Have the groups caucus separately to develop their positions before the debate begins. For example, in discussing the positive and negative aspects of a policy approach or community health intervention, divide the room in half for split brainstorming sessions; one group focusing on the positive and the other focusing on the negative. If there is time, have the groups switch positions. Or use the format of public hearings, with one group representing those who have called the hearings, and other groups representing the different protagonists.

14. Use cases to exemplify the issues you want to convey, and conduct the class as a case discussion rather than as a lecture. Cases are particularly useful for practical, how-to teaching situations; for problem-solving or showing how experts solve problems; for situations in which there are a number of right answers; for integrating and applying complex information. In public health, cases can demonstrate policy and management problems, stimulate discussion of various ethical issues in health care, or provide realistic examples of the application of theory and particular methodologies of health care practice.

15. Stop the lecture and ask students to write for one or two minutes in response to a particular question. Then ask them to discuss the question. The writing will give everyone a chance to think about and articulate a response, and may enable broader participation.

16. Let students go to the board to write the results of work in a small group. For example, in the first part of class ask for the strengths and weaknesses of an intervention study. Then divide the room into groups, each with the task of designing a better study with the same exposure and outcome. Groups can go to the board (preferable to asking one student at a time to be at the front of the room) and a spokesperson can present the group's ideas.

Closing the lecture

17. Allow time for questions at the end of lecture. Ask if there are any questions or if students would like to have a point clarified. If your schedule permits, come early to lecture or stay late to answer questions and engage in discussion with students. If you are available five or ten minutes before and after class, some students will talk with you more readily, and you will get to know them and their thoughts. If beginning early and ending late creates a conflict for other colleagues assigned to lecture in the same room, talk with students in the halls before and after class.

18. Use lectures to set up problems or propose study questions for discussion that students are expected to prepare for lab or section. End the lecture with a provocative question. Ask the TAs to begin lab with a discussion of that problem or issue.

19. At the end of your lecture, or at any other appropriate stopping point, give students a one-question "quiz," based on the material just covered in the class. Ask them to answer the question collectively. Leave the room so that they can discuss the question for ten or fifteen minutes. Then return and have them report their answer; discuss with them the reasons for their choice.

20. Do a one-minute paper at the end of class. In this exercise, students write down what they consider (a) the main point of the class and (b) the main question they still have as they leave. You can use some of these questions to begin the next lecture, or students can be asked to bring them to section or lab. One advantage of this technique is that students may listen more carefully and review their notes thoughtfully.

Adapted from Participatory Lectures, Derek Bok Center for Teaching and Learning, 1992.
Revised for distribution at the Harvard School of Public Health, 1994. Comments and suggestions are welcome. Ellen Sarkisian

Thanks to the following faculty and teaching assistants for their suggestions about questions related to public health: Iain Aitken, Paul Catalano, Marlene Goldman, Lynn Marshall, Marcello Pagano, Sherri Stuver, Ann Scheck

Copyright © 2002-2006 by the President and Fellows of Harvard College. Permission is granted to non-profit educational institutions to print and distribute this document for internal use provided that the Bok Center's authorship and copyright are acknowledged.

Enhancing Your Teaching Effectiveness

2008-11-20T10:54:00.000-08:00

From: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/enhance.htm

Accurately assessing your students' developmental state can direct your planning and impel your teaching. For instance, recognizing a 16-year-old's concern about his appearance and his standing among his peers may promote your rapport with him and eliminate learning barriers.

Keep in mind that chronologic age and developmental stage are not always related. Throughout life, people move sequentially through developmental stages, but most people also fluctuate somewhat among stages, often in response to outside stressors. These stressors can cause a person to regress temporarily to an earlier stage. Sometimes a person may not achieve the task expected of his chronologic age. So you will need to address your students at their current developmental stages, not at the stages at which you would expect them to be because of their chronological ages.

In some situations, hopefully most, you will have time to sit down and develop a formal teaching plan. In others, you will be confronted with a "teachable moment" when the student is ready to learn and is asking pointed questions. Invariably, these moments seem to come at the most inopportune times. At times like these, you face the dilemma: to teach or not to teach. Having a knowledge of basic learning principles will help you take best advantage of these moments. Here are some principles proven to enhance teaching and learning.

Seize the moment
Teaching is most effective when it occurs in quick response to a need the learner feels. So even though you are elbow deep in something else, you should make every effort to teach the student when he or she asks. The student is ready to learn. Satisfy that immediate need for information now, and augment your teaching with more information later.

Involve the student in planning
Just presenting information to the student does not ensure learning. For learning to occur, you will need to get the student involved in identifying his learning needs and outcomes. Help him to develop attainable objectives. As the teaching process continues, you can further engage him or her by selecting teaching strategies and materials that require the student's direct involvement, such as role playing and return demonstration. Regardless of the teaching strategy you choose, giving the student the chance to test his or her ideas, to take risks, and to be creative will promote learning.

Begin with what the student knows
You will find that learning moves faster when it builds on what the student already knows. Teaching that begins by comparing the old, known information or process and the new, unknown one allows the student to grasp new information more quickly.

Move from simple to complex
The student will find learning more rewarding if he has the opportunity to master simple concepts first and then apply these concepts to more complex ones. Remember, however, that what one student finds simple, another may find complex. A careful assessment takes these differences into account and helps you plan the teaching starting point.

Accommodate the student's preferred learning style
How quickly and well a student learns depends not only on his or her intelligence and prior education, but also on the student's learning style preference. Visual learners gain knowledge best by seeing or reading what you are trying to teach; auditory learners, by listening;and tactile or psychomotor learners, by doing.

You can improve your chances for teaching success if you assess your patient's preferred learning style, then plan teaching activities and use teaching tools appropriate to that style. To assess a student's learning style, observe the student, administer a learning style inventory, or simply ask the student how he or she learns best.

You can also experiment with different teaching tools, such as printed material, illustrations, videotapes, and actual equipment, to assess learning style. Never assume, though, that your student can read well -- or even read at all.

Sort goals by learning domain
You can combine your knowledge of the student's preferred learning style with your knowledge of learning domains. Categorizing what the students need to learn into proper domains helps identify and evaluate the behaviors you expect them to show.
Learning behaviors fall in three domains: cognitive, psychomotor, and affective. The cognitive domain deals with intellectual abilities. The psychomotor domain includes physical or motor skills. The affective domain involves expression of feeling about attitudes, interests, and values. Most learning involves all three domains.

Make material meaningful
Another way to facilitate learning is to relate material to the student's lifestyle -- and to recognize incompatibilities. The more meaningful material is to a student, the quicker and easier it will be learned.

Allow immediate application of knowledge
Giving the student the opportunity to apply his or her new knowledge and skills reinforces learning and builds confidence. This immediate application translates learning to the "real world" and provides an opportunity for problem solving, feedback, and emotional support.

Plan for periodic rests
While you may want the students to push ahead until they have learned everything on the teaching plan, remember that periodic plateaus occur normally in learning. When your instructions are especially complex or lengthy, your students may feel overwhelmed and appear unreceptive to your teaching. Be sure to recognize these signs of mental fatigue and let the students relax. (You too can use these periods - to review your teaching plan and make any necessary adjustments.)

Tell your students how they are progressing
Learning is made easier when the students are aware of their progress. Positive feedback can motivate them to greater effort because it makes their goal seem attainable. Also, ask your students how they feel they are doing. They probably want to take part in assessing their own progress toward learning goals, and their input can guide your feedback. You will find their reactions are usually based on what "feels right."

Reward desired learning with praise
Praising desired learning outcomes or behavior improves the chances that the students will retain the material or repeat the behavior. Praising your students' successes associates the desired learning goal with a sense of growing and accepted competence. Reassuring them that they have learned the desired material or technique can help them retain and refine it.

6 Ways to Improve Your Nonverbal Communication

2008-11-19T10:54:00.000-08:00

From: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/commun-1.htm

By Vicki Ritts, St. Louis Community College at Florissant Valley
and James R. Stein, Southern Illinois University, Edwardsville.

It is not only what you say in the classroom that is important, but it's how you say it that can make the difference to students. Nonverbal messages are an essential component of communication in the teaching process.

Teachers should be aware of nonverbal behavior in the classroom for three major reasons:

1. An awareness of nonverbal behavior will allow you to become better receivers of students' messages.

2. You will become a better sender of signals that reinforce learning.

3. This mode of communication increases the degree of the perceived psychological closeness between teacher and student.

Some major areas of nonverbal behaviors to explore are:

Eye contact
Facial expressions
Gestures
Posture and body orientation
Proximity
Paralinguistics
Humor

Eye contact:

Eye contact, an important channel of interpersonal communication, helps regulate the flow of communication. And it signals interest in others. Furthermore, eye contact with audiences increases the speaker's credibility. Teachers who make eye contact open the flow of communication and convey interest, concern, warmth and credibility.

Facial expressions:

Smiling is a powerful cue that transmits:

Happiness
Friendliness
Warmth
Liking
Affiliation

Thus, if you smile frequently you will be perceived as more likable, friendly, warm and approachable. Smiling is often contagious and students will react favorably and learn more.

Gestures:

If you fail to gesture while speaking, you may be perceived as boring, stiff and unanimated. A lively and animated teaching style captures students' attention, makes the material more interesting, facilitates learning and provides a bit of entertainment. Head nods, a form of gestures, communicate positive reinforcement to students and indicate that you are listening.

Posture and body orientation:

You communicate numerous messages by the way you walk, talk, stand and sit. Standing erect, but not rigid, and leaning slightly forward communicates to students that you are approachable, receptive and friendly. Furthermore, interpersonal closeness results when you and your students face each other. Speaking with your back turned or looking at the floor or ceiling should be avoided; it communicates disinterest to your class.

Proximity:

Cultural norms dictate a comfortable distance for interaction with students. You should look for signals of discomfort caused by invading students' space. Some of these are:

Rocking
Leg swinging
Tapping
Gaze aversion

Typically, in large college classes space invasion is not a problem. In fact, there is usually too much distance. To counteract this, move around the classroom to increase interaction with your students. Increasing proximity enables you to make better eye contact and increases the opportunities for students to speak.

Paralinguistics:

This facet of nonverbal communication includes such vocal elements as:

Tone
Pitch
Rhythm
Timbre
Loudness
Inflection

For maximum teaching effectiveness, learn to vary these six elements of your voice. One of the major criticisms is of instructors who speak in a monotone. Listeners perceive these instructors as boring and dull. Students report that they learn less and lose interest more quickly when listening to teachers who have not learned to modulate their voices.

Humor:

Humor is often overlooked as a teaching tool, and it is too often not encouraged in college classrooms. Laughter releases stress and tension for both instructor and student. You should develop the ability to laugh at yourself and encourage students to do the same. It fosters a friendly classroom environment that facilitates learning. (Lou Holtz wrote that when his players felt successful he always observed the presence of good humor in the locker room.)

Obviously, adequate knowledge of the subject matter is crucial to your success; however, it's not the only crucial element. Creating a climate that facilitates learning and retention demands good nonverbal and verbal skills. To improve your nonverbal skills, record your speaking on video tape. Then ask a colleague in communications to suggest refinements.

R.E.F.O.C.U.S. to Beat Stress

2008-11-18T10:54:00.001-08:00

From: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/energize.htm

Is your energy level dropping? Do you feel burdened with too much work and too little time to do it? Do you sense that your students are becoming lethargic? Then you and your students may be experiencing midcourse droop--an insidious yet common syndrome. Why? When enthusiasm wanes, the ability to cope with stress decreases and the joy of teaching is sometimes lost. Thoreau reminds us that "None are so old as those who have outlived enthusiasm." "Nothing great was ever achieved without enthusiasm," says Emerson.

At registration time, energy levels were high as you and your students envisioned the mountaintop of growth and possibilities inherent in the learning experience to come. Now at or near midterm the storm clouds of academic and personal problems may have obscured the summits of success.

Midcourse letdown strikes students when they have underestimated the time required to learn the content of your course. Or when poor time managements skills cause them to delay the completion of major assignments until the deadline approaches and panic sets in. Disappointments occur when students fail to achieve the level of success they envisioned. Lower than expected test scores, poorly received contributions to class discussions, rejection by teammates assigned to a group project and the frustration experienced from working with lazy lab partners have taken their toll. What was first perceived as an enjoyable learning adventure may have by midterm become a code-3 struggle for survival.

On the other hand, you may be feeling discouraged because text scores reveal that the class exam averages are much below what you expected. Assignments may have been turned in late or poorly done. You feel that some students seem unable to write clearly and concisely and are exhibiting punctuation and spelling skills. Participation in discussion groups seems to be lackluster, and dozing has become more and more common during your lectures. Furthermore, this group of students seems to be taking twice as long to complete the required lab projects than usual, and in general you feel a bit panicky about how you will ever cover all the required material before finals. If this description fits you, you may have slipped into the quicksand of a mid-semester slump.

Survival experts tell people caught in a bottomless quagmire in the woods to stop struggling -- uncoordinated effort only causes the victim to skin ever deeper. Only by calm, purposeful and coordinated actions can the victims save themselves by swimming through the muck or sand to the safety of a solid shore.

How can you extricate yourself from the ooze of a midcourse sinkhole? Try a REFOCUS strategy. REFOCUS means:

Recognize
Empower
Focus
Objectivize
Commit
Unburden
Surprise

First, consider that a likely cause of midcourse letdown is a slow change of the thought focus from achievement to deficiency. Each time reality doesn't measure up to an envisioned ideal, emotional energy is drained, self-esteem is lowered and feelings of being in control are diminished. The result is instructor burnout. Here is a prescription that can help you rebuild your enthusiasm:

Recognize

Recognize your achievements thus far. Remind yourself of the lectures that were well organized, delivered and received; the visuals that enhanced understanding of a complex issue; the assignments that sparked critical thinking and the innovative ways in which you activated and involved your students in the learning process. Give yourself a pat on the back for learning all your students' names, staying after class to answer questions, meeting with your students even though you don't have an office and taking the time to develop the individualized feedback designed to help each student improve his or her performance.

Recall the work that your students have completed despite the demands of other classes, a job and perhaps a family. Acknowledge the progress your students have made.

Empower

Create a list of your strengths as a teacher. Are you an excellent communicator, manager, instructional designer or leader? When are you at your best -- leading a discussion, planning a collaborative learning activity, delivering a lecture, or going one-on-one with a student who needs help? Maybe you're an outstanding motivator. List your five greatest personal achievements in the past year. Can you remember how you felt during these moments? Reliving these peak experiences can really empower you to teach with greater enthusiasm and sense of purpose.

At the beginning of the second half of your course, perhaps after springbreak, ask your students to begin a class by sharing in a small group setting a personally significant learning experience. Encouraging them to remember and publicly affirm their academic achievements helps motivate and energize learners. Also, many students don't appreciate what they have learned while engaged in the process of reaching an academic goal. Therefore, help your students identify the skills, attitudes and knowledge they have acquired in only a few short weeks or study. For example, many aviation maintenance technology students were gratifyingly surprised when asked to list all the pieces of equipment and tools they could now use as well as the repair and troubleshooting procedures with which they were now familiar. It was then recommended that they update and keep these lists in a folder as data to help them prepare a resume upon graduation. Don't assume that students realize all they have learned or will learn in your course of the value of this education to bettering their lives.

Focus

Concentrate your attention on the material to be learned in the second half of your course and the selection of the most effective teaching style possible. Take a few moments to visualize the students' increased skills and changed behaviors or improved performances that you hope to see at course's end. Take a quick look at your syllabus. Are you on track? Will there be enough time? No? Then you have a management problem. Use a triage system to gain control of the situation. Triage is a strategy used in medicine under emergency conditions to son patients into treatment categories. The number one priority is to treat those who will benefit the most and who require the easiest treatment. Then move to those who require more difficult treatment but will benefit greatly. Last, attend to those who require difficult treatments and probably won't benefit from it. In other words, in difficult situations work to achieve the highest benefit with the least amount of time and effort.

When course time is short and learning is proceeding slowly, work on the material that will bring the greatest reward with the least effort. Plan to accomplish first the learning tasks that will bring the highest reward for your students. When you assign the easy, important tasks first, you often motivate them to continue working until even more difficult responsibilities are completed. Triage thinking can help you more effectively manage the second half of your course.

Objectivize

In the intervening weeks since you formulated your learning targets or objectives, the stresses and strains of teaching and daily living may have caused you to veer from your original instructional plan. If you have refocused your teaching priorities, it's important to create learning targets to guide your post-midterm efforts. Learning targets are a series of statements that describe levels of performance increases that are required for your students to advance. Some faculty think that only teachers in occupational, technical or professional curricula need to develop performance targets. With today's accent on critical thinking, learning to learn, collaborative processes, total quality management, etc., faculty in humanities, business, fine arts and developmental education could significantly improve learning by teaching for doing rather than just knowing. For example, compare two statistics course sections:

Section A is built with knowledge objectives. The objectives are that "at the end of this course students will know the concepts of central tendency, variability, normal distributions, hypothesis testing and analysis of variance." How does the instructor know that these objectives have been achieved? By grading homework problems, unit tests and a comprehensive final test. Students achieving above 60% pass; those scoring below fail.

Section B is constructed using performance targets. The target statement says that "at the end of this course students will have chosen a random population, created an hypothesis, developed a questionnaire, completed an analysis of variance and presented a final report using a PC and recommended statistical software packages." In this course the instructor not only teaches statistical knowledge but ensures that each student can put this knowledge to practical use in a holistic manner. With this design, learning evaluation can be performance based rather than strictly knowledge based.

Which course would you rather take or teach? Which would be of more value to your students? To energize your teaching, apply performance targets.

Commit

After you visualize your goal and create specific, measurable learning targets for your students, commit to achieving them. To reach your goal you'll need a strong commitment; one that will not waver as you encounter difficulties. In teaching nothing goes completely as planned or as expected. The number of variables in the learning process are too great to permit total control. A staunch resolve enables you to persevere through tough times, and it builds self-esteem. Ask your students to recommit to success in learning. Their initial commitment may have weakened and they need to reenergize for the second half of the course. Remind them of the benefits of making short-term sacrifices to obtain long=term rewards.

To illustrate the point, remind them of the value of priming the pump. An old story illustrates the principle. As the tale goes; old Desert Dan traveled the deserts of the southwest digging wells an installing pumps to aid those traversing the parched sands of this region. Buried beneath each pump he left a full jar of water with instructions on how to use it to prime the pump and thereby obtain all the water a thirsty traveler could want. Each dehydrated passerby who reached one of these watering holes was faced with a difficult decision. Drink the water in the jar and hope that it was enough to sustain life until the next water source was reached or commit this precious resource to punp-priming and the promise of greater reward.

Unburden

You don't have to be perfect; you just have to be yourself. You may hold the expectation that as a college teacher you should know all the answers. Once you accept the fact that successful teachers emphasize the roles of learner, presenter, guide, coach, facilitator, designer, evaluator, manager and leader and minimize the role of expert, you unburden yourself from unrealistic expectations. Then teaching becomes much easier and more enjoyable. Your students will appreciate knowing that you and they are on the same learning path. You have just proceeded farther than your students.

Unburden your students by applying good management techniques to your course. Look for barriers to learning that hold your students back or cause them to devote time to unnecessary work. Question your assignments and tests and align them to your learning targets.

Surprise

During the second half of your course variety is often desperately needed to keep your students motivated. Two surprise teaching techniques are discussed:

1. Tell a story. It is said, "A good story can touch something familiar in each of us and yet show us something new about our lives, our world, and ourselves. Stories can also be powerful tools for growth and learning."
However, there are several things you should consider before choosing to tell stories as a teaching strategy. Before telling a tale experienced storytellers consider these aspects -- purpose, practice and priority.

Purpose. Stories should be used to fulfill a definite instructional purpose. They help students visualize and internalize complex issues or concepts. Anecdotes draw students into the learning process by activating their imaginations.

Practice. Storytelling takes practice to master. Effective communicators practice by developing narratives in three parts: context, challenge and climax. Begin the account by setting the stage; describe when and where it happens and introduce the characters. Next, add the dilemma and explain how each of the characters are affected. Resolve the problem in words that convey the kernel of learning contained in the story.

Priority. There are times when excessive storytelling in classes get in the way of learning. To prevent this situation, prioritize your strategies according to their effectiveness and time-benefit. Brief stories can serve as introductions to units of learning or as mental rest spots during a long lecture. Stories spaced about every 20 minutes work well for many faculty who lecture extensively. Narratives can help you summarize material in a memorable way and enable your students to understand how your course material relates to the "real world."

2. Simulate a crisis. Crisis situations occur in most occupations and students should be prepared to think under pressure. "The Crisis Game" provides an excellent way to explore crisis thinking and introduce the element of surprise into your class.
To play, announce to your class that the red phone has just rung and the president or other authority appropriate to your subject area has requested that a student advisory panel be immediately created to deal with a sudden crisis. (You have previously prepared a handout describing a crisis situation applicable to your course's study material.) Then divide your class into groups of five to eight students.

Explain to them that they will have a limited time (say 30 minutes) to discuss the emergency and prepare a contingency plan to meet it. You may wish to assign roles to group members to facilitate this learning activity.

After ten minutes interrupt the groups and verbally add some additional information that simulates the dynamic environment of crisis situations. About ten minutes before the end of the game declare that because of mounting pressures from the press, the group must complete their plans and participate in a press conference in five minutes. This new time frame increases the pressure on the groups to work quickly.

When the time limit is reached the recorder of each group presents the details of their plan to the entire class. After all plans are shared. It is recommended that students be debriefed about how they reacted to the crisis situation and the added pressures of changing information and compressed time schedules.

Through this game, you can accomplish two goals: (1) help students learn how to better function in emergency situations and (2) review in an intriguing manner critical course materials.

This seven step REFOCUS strategy will help you to renergize and renew, and it will help you to continue to teach for success!

Handling the Paper Load

2008-11-17T10:54:00.000-08:00

From: http://mwp01.mwp.hawaii.edu/resources/qt-paperload.htm

The kind of patient work that goes into devising appropriate assignments and responding to them intelligently does take more time than other kinds of teaching. But it need not pose impossible burdens. And some work that faculty undertake with the best intentions is actually counter-productive to the goals of improving student writing and thinking.

Some faculty may think . . .
That conscientious teaching requires marking all grammar and language errors.

But research shows . . .
Students can catch more than 60% of their own errors if they are taught to proofread and held to appropriate standards of correctness. By marking every error, we are actually training our students to rely on us as copy-editors. Teachers may instead

1. mark errors on the first page only

2. mark representative errors

3. place checks in the margins where errors occur

4. look over a set of papers quickly and return error-laden essays for proofreading and correction

5. use style editors or other software packages to scan student writing for error. (This last strategy requires some awareness of the limitations of these programs)

6. create peer editing groups in their classes

Some faculty may think . . .
That teachers need to read everything that students write.

But research shows . . .
Students can be asked to write for brief periods at the beginning or end of a class to help them focus or achieve closure. When discussion lags or reaches an impasse, students can be asked to write out a response to share. Students can bring to class written definitions of key terms to debate or questions to stimulate discussion. This kind of informal writing need not even be collected. Its purpose is to stimulate discussion and encourage active engagement with the material.

Some faculty may think . . .
That teachers need to evaluate every piece of writing they collect.

But research shows . . .
Students tend not to read lengthy instructor comments, especially if they will not be allowed to use those comments in composing an additional draft. Non-evaluated assignments can work well and even be the most frequent type of writing used in a writing-intensive class. For example, journals and informal writings, if collected, can be evaluated using a "minimal marking" scheme (i.e., points for completing the assignment plus extra points or a "+" for an insightful response). Or students can be awarded credit for the number of entries submitted, and they can single out a limited number of these for closer scrutiny, grading, and response. For more ideas, see the Writing Activities to Get Students Thinking and Learning.

Some faculty may think . . .
That more is better in terms of how much teachers respond and how thoroughly they address the conceptual problems of the essay.

But research shows . . .
That students are often overwhelmed and paralyzed when they receive essays on which the instructor's comments trail into every margin and leave a depressing map of error and negative response. Even when response is positive, saying too much is often confusing. It is better to choose two or three elements of the essay to focus on, giving highly specific constructive advice or commentary, than to attempt to cover all possible areas of concern.

Some faculty may think . . .
That requiring two drafts of an essay doubles the work.

But research shows . . .
That students usually attend to comments only when they are given a chance to revise. Otherwise, they are likely to give a one-minute glance to the remarks you spent twenty minutes writing--or worse still, look at the grade and toss the essay. It makes more sense, then to invest time and energy responding to the first draft and to make these comments truly facilitative. Respond to the final draft only briefly, and let these comments be more evaluative.

Some faculty may think . . .
That "writing-intensive" means that students should do 3-5 separate, unrelated assignments, each one entailing extensive time commitments in devising assignments and responding to them.
But research shows . . .
That students often benefit most when the work of the semester can be conceived as one project, phased in stages or logical sequences. Moving through a logical sequence of assignments is one way to increase the level of conceptual difficulty gradually, and to ensure that students build on material they have studied in earlier portions of the syllabus. It is more cost-effective for instructors as well, since in some cases they will have seen and responded to smaller components of a project before the cumulative work comes in.

Allaying Students' Anxieties about Tests

2008-11-14T10:54:00.000-08:00

From: http://teaching.berkeley.edu/bgd/allay.html

Anxiety can interfere with students' performance on tests. You can reduce students' anxiety and enhance their performance by taking care in how you prepare students for an exam, how you administer and return the test, and how you handle makeup tests. All students, but especially freshmen and sophomores, can benefit from knowing what they will be asked to do on an exam and under what conditions. Students will also feel more relaxed and less intimidated if you provide reassurance and encouragement rather than dire warnings about a test's difficulty. The suggestions below are designed to help you prepare your students to do their best on tests.

General Strategies

Make the first exam relatively easy. Research on motivation indicates that early success in a course increases students' motivation and confidence (Lucas, 1990). In particular, students who do well on the first test generally improve their grades on subsequent tests (Guskey, 1988).

Give more than one examination. The length of the school term, the difficulty level of the course, and the amount of course material all determine the number of exams an instructor gives. Periodic testing during the term has been shown to improve students' performance on the final exam (Lowman, 1984). Giving two or more midterm exams also spreads out the pressure, allows students to concentrate on one chunk of material at a time, and allows students and instructors to monitor progress.

Avoid "pop" quizzes. Unannounced or surprise quizzes may penalize students who are unable to prepare for every single class meeting. (Source: Jacobs and Chase, 1992)

Give students advice on how to study. Help students develop appropriate study strategies to organize and understand information from the assigned readings and class notes. Consult with your student learning center for information. Also see "Helping Students Learn." (Source: Mealey and Host, 1992)

Encourage students to study in groups. According to researchers, students who study in groups recall more information than students working alone and are able to overcome their feelings of academic inadequacy and isolation (Mealey and Host, 1992).

Schedule extra office hours before a test. Some instructors schedule extra office hours for the week or so before an exam to give students a chance to ask questions and go over difficult aspects of the material. They especially encourage study groups to visit during office hours.

Schedule review sessions before major exams. See "The Last Days of Class" for advice on how to structure a review session.

Ask students how you can help them feel less anxious. Students often make requests that faculty can easily accommodate, such as providing information about the test format, offering a review session, or refraining from walking around during the exam. (Source: Mealey and Host, 1992)

Preparing Students for an Exam

Give a diagnostic test early in the term. An early diagnostic test alerts students to the prerequisite skills and knowledge they need to succeed in your class. Some faculty give diagnostic tests throughout the term to identify which students are keeping up and which need help and to enable all students to identify the areas they need to work on. These diagnostic tests provide students with quick and frequent feedback and typically do not count heavily in the final grade. (Sources: Ericksen, 1969; Svinicki, 1976)

Attach a pool of final exam questions to the course syllabus and distribute both on the first day of class. A faculty member who uses this technique attaches to the syllabus fifty essay questions, all of which the class discusses during the term. The final exam is composed of five essay questions from the list. Under this system, students need not spend the semester worrying about what will be on the final. If the exam is too long to be attached to the syllabus, bind it to the course reader so that every student has a copy at a small additional cost. (Source: "Exams: Alternative Ideas and Approaches," 1989)

Put old exams on file in the department office or library. Reviewing past exams gives students clues about what to study. Students can analyze old exams for format (length of test, number of points for each type of question), types of questions, and level of difficulty. If your campus is networked, you can enter exams onto a file server and students can retrieve them whenever they want.

Distribute practice exams. Practice tests with answers help students gauge what is expected of them. You can use practice exams as the basis for review sessions or student study groups. If you will be administering a multiple-choice test, you could distribute the stems of multiple-choice questions but not the response choices; for example, "Which of the following statements best characterizes Melanie Kleins view of the first year of life?" (Source: Erickson and Strommer, 1991)

Before an exam, explain the format to students. Let students know the number of questions, whether the test will be multiple-choice or essay and open or closed book, and whether they can bring in notes.

Give students advice on how to prepare for an exam. For example, remind them to allocate their study time in proportion to the relative importance of various topics. See "Multiple-Choice and Matching Tests" and "Short-Answer and Essay Tests" for suggestions to give students for those types of exams. To lessen students' tension before a test, give the following recommendations:

Avoid cramming by spreading studying over several weeks.

Eat sensibly the night before a test and get a good night's sleep.

Arrive early for the test.

Take deep relaxing breaths as the test starts.

Administering Tests

Duplicate extra copies of the exam. Have extra copies on hand to replace copies that have blank pages or are collated incorrectly. (Source: McKeachie, 1986)

Administer the test yourself. You will want to be present to announce any corrections (of typographical errors, for example) or changes in the exam. Your presence can also motivate and reassure students and signal to them the importance of the test. Arrive early on the day of the test to answer questions and stay late to talk with students. (Sources: Jacobs and Chase, 1992; Lowman, 1984)

Read the instructions aloud at the beginning of class. Even if you write the clearest of instructions, it is helpful to read them aloud to the class. Ask students whether they have any questions about what they are supposed to do. Be brief, however, since students want to use their time to show you what they know.

Plan for "what ifs." Decide how you will respond to questions such as "What if we don't finish?" or "What if we think two answers are correct?"

Minimize temptations for cheating. Actively proctor exams, unless your institution is on the honor system. See "Preventing Academic Dishonesty" for advice on ways to reduce cheating during exams.

Don't hover over the class. Bring a book or work that will occupy you so that you will not be looking over students' shoulders. But be watchful to discourage cheating. (Source: Mealey and Host, 1992)

If there is no clock in the room, keep students apprised of the time. At the start of the exam write on the board the beginning time, the finishing time, and the time remaining. Once or twice update the time remaining and announce the last segment ("You have five minutes left."). Some faculty give students prompts during the test ("If you are not yet on question 5, you need to work a little more quickly"). Keep to the finishing time -it is unfair to allow some students to go on working when others must leave to go to another class.

Devote part of the session to reviewing the answers with students. One faculty member gives a thirty-minute midterm in a fifty-minute class. Students turn in their answer sheets after thirty minutes, but they keep the question sheet. The remaining class time is devoted to going over the correct answers and answering questions (Friedman, 1987). A variation on this technique is to divide the class into small groups and have them review answers and then reconvene as a class to discuss areas of disagreement or confusion. Another option is to ask for student volunteers who will meet with you immediately after the test to identify any specific problems with the exam. Or you could set up a student exam review committee. See "Preparing to Teach the Large Lecture Course."

Make one copy of the answer sheet available at the end of the test period. One faculty member described by Jacobs and Chase (1992) places a corrected test copy (multiple-choice items) on his desk so that students can review it after they have turned in their own exam. This is only possible, of course, in small classes.

Letting Students Show What They Know

Give students the opportunity to comment on the test. Researchers report that giving students space on the test itself to explain their responses to multiple-choice items helped relieve students' anxiety and reduced posttest complaints from students. Students were directed to write a short justification for any answer they felt needed more explanation or for questions they perceived to be tricky. The researchers noted that students averaged less than one explanation per test over four tests. The instructors added a point for a "good explanation of a wrong answer" and subtracted a point for "a bad explanation of a right answer" (Dodd and Leal, 1988; Nield and Wintre, 1986). Or you can ignore the comments on those items for which a student selected the correct multiple-choice option. Some faculty offer students extra credit for rewriting multiple-choice items (limit two items per test).

Include a blank question on the exam. Ask students to write a question or pose a problem that they were well prepared to answer. Grade students on the quality of the question (level of difficulty, appropriateness) and their answer. (Source: "Exams: Alternative Ideas and Approaches," 1989)

Include one or more extra-credit questions on the exam. Give students the opportunity to answer additional questions for extra credit at the end of the test. Add these points to their scores and to offset items they answered incorrectly.

Let students "buy" information from you during the exam. Tell students that midway through the exam (say, between twenty and thirty minutes of a sixty-minute test) they can ask you questions for a price. The price is losing points from their total score. For example, a student might ask whether an answer is right or wrong at a cost of one penalty point; an equation or formula may cost two penalty points; a diagram setup, four penalty points; and so on. A faculty member in mathematics who uses this technique reports that half of a typical class takes advantage of this approach to help them "unfreeze" on difficult problems. A chemistry professor uses a similar strategy but makes the option available to all students. He distributes a "test insurance page," in a lottery scratch-off format, to students along with their exams. The page contains clues to answers; each time students scratch off a clue, points are deducted from their total score. (Sources: Ellis, 1992; Gordon, 1988)

Let students bring in "crib sheets." As reported in "Exams: Alternative Ideas and Approaches" (1989) and Janick (1990), some faculty have had success by asking students to prepare one 5" x 8" index card that they can consult during the exam. According to the faculty, this technique helps students make decisions about what material is most important, and it can alleviate pretest anxiety. Vessey and Woodbury (1992) report negative effects of using crib sheets. Students, they believe, become "crib sheet focused"; they fall to answer the exam questions appropriately and instead look for key words on the test question that they can match to key terms on their crib sheet. When a match is found, students simply end up transcribing their crib sheet to their test.

Encourage students to evaluate the exam. If you want a sense of how students felt about the exam, ask them to complete an unsigned evaluation form that poses questions such as the following (adapted from "Let Students Grade the Exam," 1987):

Did the content you expected to see appear on this exam?

Identify the questions you never expected to see.

Were the questions clear enough that, even though you may not have known the answer, you knew what was being asked?

What questions confused you?

Or ask students to give a letter grade to the content, format, and fairness of the test.

Give students "a second chance to learn." After students turn in their in-class, closed-book exam, they receive a second copy to take home and complete as an open-book exam. Both exams are scored, and students can earn back up to one-half of the points lost on the in-class exam. A variation is not to give students a take-home test but instead to schedule, some days later, a repeat test containing equivalent items. Grading is handled by weighting the two exams differently: the lower score counts 25 percent and the higher score 75 percent. (Sources: Davidson, House, and Boyd, 1984; Murray, 1990)

Returning Examinations

Return test papers promptly. Most students are anxious to know how they have done, and a quick turnaround also encourages relearning or corrective learning. Most experts recommend that tests be returned within five days. Laws governing the privacy and confidentiality of student records forbid the posting of grades by name, initials, or student numbers; confidentiality and concerns about security also dictate that exams not be left in a pile in the department office for students to pick up. If you cannot return papers to your students during class or office hours (using photo IDs if necessary), arrange for a staff member in the department to return the tests. For example, let students know that they can pick up their own test from the department secretary between 3 and 5 p.m. in the department office. (Sources: Lowman, 1984; Unruh, 1990)

Use some class time to discuss the overall results. After making some general comments on how the class performed as a whole, you can show the general distribution of scores, note items missed by many people, and correct widespread misunderstandings. For essay tests, describe what you expected in a good answer and the most common problems. Some faculty read or distribute unsigned excerpts from outstanding papers. Smith (1992) returns graded multiple-choice exams to students and then divides them into groups to discuss the answers among themselves. "Questionable" questions are referred to the instructor for discussion by the entire class. She reports that having students review exams in groups often takes less time than her own reviews and students report enjoying it more. (Source: McKeachie, 1986; Smith, 1992)

Schedule extra office hours after returning a test. Students who come to see you may be angry or may try to have their grades changed.

Request that students wait twenty-four hours before coming to see you. This gives them a chance to reread the exam, cool down, and prepare specific questions.

Let students know that if they request a review of the grading of their test, you reserve the right to change the grade either positively or negatively.

Ask students to come with specific questions (not "Why is my grade so low?"). Some faculty request that students prepare a brief paragraph expressing their complaint and justifying the correctness of their answer.

When a student comes to see you, listen carefully. Do not interrupt the student to rebut each point.

Try to shift the focus of the discussion from grades to problemsolving. Ask, "What can we do to help you do better next time?" Help the student shift his or her attitude from blaming you or the test toward gaining motivation to work more effectively.

Don't change a grade out of sympathy or compassion but only because you have made a clerical error or mistakenly evaluated a response.

(Sources: Jacobs and Chase, 1992; Jedrey, 1984, McKeachie, 1986)

Arranging Makeup Tests

Avoid the need to arrange for makeup tests by giving frequent exams. Makeup tests are problematic. If you devise a new test, it might not be comparable to the original test. But if you use the same test, some students may have talked to others who took the original test. Scheduling a makeup test also poses logistical problems. One way to avoid using makeup tests is to give four exams, for example, and count the grades of only three. Students who take all four tests can drop their lowest score. Students who miss an exam will be graded on the three they have taken. Some faculty who give two midterms give double weight to one if a student misses the other. (Source: McKeachie, 1986)

Give students options on the number of tests they take. Buchanan and Rogers (1990) offer students the following options: (1) four multiple-choice tests, (2) four multiple-choice tests and a final, or (3) three multiple-choice tests and a final. In options one and three, each test is worth 25 percent of the course grade; in option two, each test is worth 20 percent. Students who miss one of the multiple-choice tests must elect option three. Students who miss two tests are handled on a case-by-case basis. The researchers report that about 5 percent of the students elect to miss any given test.

Give an additional exam for the entire class at the end of the semester. The grade on this extra test can replace a missed exam or replace a lower grade. This procedure frees you from policing excuses and illness on exam days. This option also helps out the student who has an off day on a test. (Source: Shea, 1990)

Hand out essay questions in advance. If you distribute in advance a list of essay questions from which the midterm questions will be taken, you will not have to write a makeup test. (Source: Lewis, 1982)

Give a two-hour rather than a three-hour final exam and use the last hour for makeup tests. By administering makeup tests during the time block reserved for the final exam, you can avoid the complexities of special scheduling.

Give an oral exam as a substitute. Oral exams are a practical alternative only in small classes and are more effective in advanced courses, where higher levels of learning can be assessed. Oral exams typically cover less material, but in more depth, than written exams.

Completely Rework Your Lecture Notes

2008-11-13T10:54:00.000-08:00

From: http://teaching.berkeley.edu/compendium/suggestions/file30.html

IF YOU WANT TO:

1. Be well-prepared

2. Maintain your enthusiasm for the subject matter

3. Have your course reflect your own professional growth

YOU MAY WISH TO CONSIDER:

Completely reworking your lecture notes each time you teach the course.

"It's important to completely redo my notes each time I teach the course," says an economics professor. It helps me rethink the material so that the ideas seem fresh and new to me as well as to the students. This increases my enthusiasm for the subject matter and I think this is communicated to the students."

"My lectures change somewhat every time I teach the course," says a professor of psychology. "In this way, over a period of six to eight years, they change quite radically. This is partly because the field is changing, but it is also because my own ideas continue to develop."

Although the myth of the professor who teaches with yellowed and musty notes is almost unheard of in a major university, the importance of re-creating lecture notes each time a course is taught -- even if back-to-back within the same year -- was stressed by nearly all excellent teachers as a way of keeping themselves fresh and interested as well as interesting to the students.

Limitations on Use of Suggestion

Discipline: None
Course Level: None
Course Size: None
Mode: Lecture, primarily

Copyright 1983 by the Regents of the University of California

Preparing or Revising a Course

2008-11-12T10:54:00.000-08:00

From: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/prepcors.htm

By Barbara Gross Davis

In designing or revising a course, faculty are faced with at least three crucial decisions: what to teach, how to teach it, and how to ensure that students are learning what is being taught. Often, the most difficult step in preparing or revising a course is deciding which topics must be excluded if the whole is to be manageable. Many teachers, hoping to impart to students everything they know about a subject, attempt to include too much material by half. The following suggestions below are designed to help you limit the content of your course, structure and sequence the activities and assignments, set policies, and handle administrative tasks.

General Strategies

If the course is new to you but has been offered before, talk with faculty who have taught it previously. Ask your colleagues for their syllabus, list of assignments and papers, and old exams. Find out about the typical problems students have with the material and the difficulties the instructor encountered. If appropriate, look at past student evaluations of the course to help you identify its strengths and weaknesses.

If the course is new to you and has never been offered before, review textbooks on the topic of the course. Reviewing textbooks will give you a sense of the main themes and issues that your course might address, which is especially useful if you are preparing a course outside your areas of specialization. (Source: Brown, 1978)

If you have previously taught the course, begin by assembling everything associated with the course. Gather a copy of the syllabus, textbooks and readings, handouts, exams, your notes for each class session, and the past evaluations by students. Read the evaluations to get a sense of the course's strengths and weaknesses. Then take a look at the various course materials in light of students' comments, changes in the field, and your own changing interests. (Source: "Course Materials Review," 1987)

Identify the constraints in teaching the course. As you begin to design the course, ask yourself, How many hours are available for instruction? How many students will be enrolled? Are the students primarily majors or nonmajors? At what level? What material can I safely assume that students will know? What courses have they already completed? What courses might they be taking while enrolled in mine? Will readers or graduate student instructors be available? What sorts of technological resources will be in the classroom? (Sources: Brown, 1978; Ory, 1990)

Think about how your course relates to other courses in your department's curriculum. Does your course serve as the introduction for more advanced classes? Is it a general education course that may provide the only exposure nonmajors will have to the content area? Is it an advanced course for majors?

Deciding What You Want to Accomplish

Establish goals. What do you expect your students to do or to produce as a result of taking the course? Writing down goals is important for at least four reasons (Erickson, n.d.): (1) the process forces you to clarify what you want your students to accomplish; (2) your list of goals will help you select appropriate teaching methods, materials, and assignments; (3) you can use your list of goals to communicate your expectations to students, to let them know what they are expected to accomplish; (4) your list of goals will be useful to colleagues who teach courses that rely on yours as a prerequisite. McKeachie (1986), however, warns faculty against becoming obsessed with writing detailed behavioral objectives. The chief purpose of writing goals is to help you plan your course and specify what you want to do.

Identify both content and noncontent goals. Fuhrmann and Grasha (1983) recommend identifying both content goals (for example, "understand the key forces affecting the rise of Japan as an economic power") and noncontent goals (for example, "become a good team member and work collaboratively with other students" or "learn to tolerate opposing points of view"). They advise faculty to start with a general list and then refine the goals to make them more specific. What do you expect from students? How will students demonstrate that they have mastered the goal? What will constitute acceptable performance? For example, if the general content goal is for students to understand the rise of Japan as an economic factor, a specific content goal might be that students will analyze in depth how technology has affected Japan's economic dominance. A specific noncontent goal might be that students will work in groups of three on an out-of-class project and prepare a joint report.

To get started in writing course goals, think about "the big picture." For example, imagine yourself overhearing a group of graduating seniors who have taken your course and are discussing why it was among the most valuable courses they have ever taken. What would they be saying about the course? Or imagine that several of your students will become local or national power brokers, or that half of them will have to drop out of school and work full-time. Would you change the way you are teaching your course? Why? Is there anything different you would like these students to learn? (Source: Bergquist and Phillips, 1977)

Scale down your goals to a realistic list. Adjust your ideal goals by taking into consideration the different abilities, interests, and expectations of your students and the amount of time available for class instruction. How many goals can your students accomplish in the time available? (Source: Lowman, 1984)

Defining and Limiting Course Content

After you have "packed" all your topics into a preliminary list, toss out the excess baggage. Designing a course is somewhat like planning a transcontinental trip. First, list everything that you feel might be important for students to know, just as you might stuff several large suitcases with everything that you think you might need on a trip. Then severely pare down the topics you have listed, just as you might limit yourself to one or two pieces of luggage. Research shows that too much detail and too many topics work against students' learning the material (Beard and Hartley, 1984).

Distinguish between essential and optional material. Divide the concepts or topics you want to cover into three groups: basic material should be mastered by every student, recommended material should be mastered by every student seeking a good knowledge of the subject, and optional material should be mastered by those students with special interests and aptitudes. Lectures and exams should focus on the basic elements of the course. Recommended and optional topics, labeled as such for students, can be included in lectures, supplementary materials, and readings.

Emphasize the core concepts. For example, in engineering, as one professor points out, there are thousands of formulas, but all of these are variations on a very limited number of basic ideas or theories. In a single course, students might encounter a thousand equations. Rote memorization is futile because no one can remember that many equations. Instead, the instructor repeatedly emphasizes the fundamentals by showing students how the thousand equations are embedded in a dozen basic ones.

Stress the classic issues, or the most enduring values or truths. Often the most interesting issues and themes for undergraduates turn out to be those that originally attracted you to the discipline.

Cut to the chase. Go for the most critical skills or ideas and drop the rest. For example, in solving mathematical problems, the most important task is setting up the problem -- the rest is the mechanics. Not every problem needs to be worked through to completion. (Source: Svinicki, 1990-1991)

Give students a conceptual framework on which to hang major ideas and factual information. To the uninitiated, your field may look like an unruly mass of facts devoid of logic or unifying principles. To understand the relationship among concepts rather than simply memorize dozens of discrete points, students need a framework -- a basic theory, a theme, a typology, or a controversial issue. Make this framework apparent to the students through repeated references to it.

Prepare a detailed syllabus. Share the conceptual framework, logic, and organization of your course with students by distributing a syllabus. See "The Course Syllabus."

Structuring the Course

Devise a logical arrangement for the course content. Material can be arranged chronologically, by topic or category, from concrete to abstract or vice versa, from theory to application or vice versa, by increasing level of skill or complexity, or by other schemes. Some courses -- in history or literature -- almost demand a chronological sequence. Here are some other strategies for organizing material (Bergquist and Phillips, 1977, pp. 146-149):

Micro/macro: Begin by describing a large complex phenomenon (macro perspective) or offer a detailed analysis of one aspect of the phenomenon (micro perspective). Establish a broad general base of knowledge and information (macro) or focus on a specific event or concern (micro).

Distal/proximal: Begin by presenting an immediate and pressing problem related to the field of study (proximal perspective) or by describing the origins, heritage or context (distal perspective). Begin with the relevance of the subject matter (proximal) or with historical or theoretical perspectives (distal).

Phenomenon/structure: Emphasize description and analysis of unique and significant events, people, or ideas (phenomenon) or emphasize description and analysis of theories, themes, and universal applications (structure). Focus on specific works, events, or people in their unique setting or focus on general patterns and concepts that are commonly shared by or expressed through different works, events, and people.

Stark and others (1990) offer additional sequencing patterns, suggesting that topics may be ordered according to the following:

How relationships occur in the real world

How students will use the information in social, personal, or career settings

How major concepts and relationships are organized in the discipline

How students learn

How knowledge has been created in the field

List all class meetings. On your preliminary schedule mark university holidays, major religious holidays, breaks, and, if appropriate, college events that may preempt classes. Fill in this schedule with tentative topics and dates for exams. Keep in mind the rhythm of the term, including "down" times. Leave open at least part of the class before each exam to allow for catch-up or review. Leave extra time for complex or difficult topics. Schedule time during the middle of the semester for getting feedback from students on how well the course is going (see "Fast Feedback"). Also give special consideration to the first day of class (see "The First Day of Class"), the meetings right before exams, and the last two or three classes, which can be used to integrate and pull together the themes of the course (see "The Last Days of Class").

Select appropriate instructional methods for each class meeting. Instead of asking, What am I going to do in each class session? focus on What are students going to do? (Bligh, 1971). Identify which topics lend themselves to which types of classroom activities, and select one or more activities for each class session: lectures; small group discussions; independent work; simulations, debates, case studies, and role playing; demonstrations; experiential learning activities; instructional technologies; collaborative learning work, and so on. (See other tools for descriptions of these methods.) For each topic, decide how you will prepare the class for instruction (through reviews or previews), present the new concepts (through lectures, demonstrations, discussion), have students apply what they have learned (through discussion, in-class writing activities, collaborative work), and assess whether students can put into practice what they have learned (through testing, discussion, problem solving, and so on).

Design in-class and homework assignments. See "Designing Effective Writing Assignments," "Homework: Problem Sets," "Collaborative Learning: Group Work and Study Teams," and "Supplements and Alternatives to Lecturing: Encouraging Student Participation."

Selecting Textbooks and Readings

Choose textbooks and reading assignments that reflect your goals. The textbook exerts a greater influence on what students learn than the teaching method (McKeachie, 1986). Explain to your students how the readings relate to the course goals and classroom activities. Some faculty assign texts that repeat material covered in class-or vice versa -in order to reinforce the content. Some readings may be assigned to elaborate on the lectures by providing applications and examples. Some readings may be intended to convey additional material or to give contrasting points of view. (Source: "Selecting a Textbook," 1987)

Consider a range of criteria in selecting readings. If several textbooks, reports, or articles are appropriate to your course goals, select among them by judging the following (adapted from Lowman, 1984; "Selecting a Textbook," 1987; Wright, 1987):

Accuracy and currency of content

Coherence and clarity of content

Level of difficulty and interest for students (challenging but not inappropriately difficult)
Cost

Choose the less expensive work if it is of comparable quality.

Choose paperbacks rather than hardbacks

Limit the total cost of books for your course by placing some works on reserve in the library

Size (heavy large texts are hard to carry)

Format and layout (ease of reading)

McKeachie (1986) recommends selecting textbooks that match your own point of view because students may be annoyed or confused if you express disagreement with the text. To complement the principal textbook, however, and expose students to a range of perspectives, you could select articles and shorter texts that espouse points of view different from your own.

Assign a mix of texts and articles, including some current pieces. Advanced courses typically include journal articles, essays, research reports, or photocopied course readers. But even in lower-division courses, students should have an opportunity to read at least a few recent publications or journal articles. One faculty member in economics assigns the Tuesday editorial page of the Wall Street Journal each week. She uses these editorials as a basis for discussions and for exam questions that ask students to compare the editorials with textbook presentations on related topics.

Foster a habit of reading throughout college. Encourage students to explore beyond the reading material you assign. Eble (1988) recommends setting up in your office a shelf of books and articles selected for brevity, relevance, and interest. Invite students to browse through the materials and borrow items.

Follow the copyright laws. If you are compiling a photocopied reader, be sure to observe the copyright laws, available from your library or from photocopying vendors. Services have sprung up to handle faculty requests for permission to reproduce copyrighted material. For example, the Anthology Permissions Service in Salem, Massachusetts, authorizes copying of copyrighted material through blanket agreements with publishers. PUBNET Permissions, a project of the trade association Association of American Publishers, processes permissions requests by electronic mail to help faculty members reproduce copyrighted materials quickly and easily. (Source: Blum, 1991)

Take advantage of the new technologies in publishing. At least one national publisher lets professors order customized versions of its publications. The publisher will produce bound copies of chapters in its textbooks and supplementary articles, in any order the instructor requests. In some cases, if a professor orders only selected chapters of a textbook, the price is less than the cost of the entire text. Some publishers have gone a step farther and developed data bases of individual chapters from different texts, journal articles, case studies, and other material from which a faculty member can create a custom textbook. The materials are compiled, indexed, paginated, and bound within forty-eight hours. Other publishers offer low-cost versions of textbooks stripped of such frills as study questions and multicolor art and graphics. It may also be possible to make the content of scholarly print journals available electronically so that students need only have access to a computer and the campus network to complete the assigned reading. (Sources: Miller, 1990; "Stalled Economy Leads to 'No-Frills' Textbooks," 1992; Watkins, 1991)

Be conscious of workload. At most colleges, students are expected to spend two to three hours on outside work for each hour in class. For simple texts, you might estimate that students can read about twenty pages an hour -- though, obviously, the rate will depend on your students' abilities and the nature of the reading material.

Setting Course Policies

"Extra credit" assignments. If you are offering extra credit assignments, announce them in class so that all students will be aware of the option. Some faculty allow only students who are doing satisfactory (C or higher) work on the regular assignments to undertake extra credit tasks. Here are some examples of extra credit options ("Extra Credit -- Taking Sides and Offering Advice," 1991, pp. 5-6):

One or two weeks before an exam, give students worksheets on the topics being studied in that unit. To receive extra credit, a student must complete the worksheet and bring it to the instructor's office for discussion and scoring.

Offer a fixed number of extra credit points for a specified activity: attendance at a professional conference, submission of a book review in the topic area, and so on.

Offer extra credit for completing problems in the textbook that were not assigned as homework.

Offer students extra credit for keeping a journal account of all the relevant newspaper or magazine articles, books, or monographs they read in addition to the assigned readings. journal entries should include the title, author, date, and source as well as some personal commentary. journals are checked weekly on the spot and turned in at the end of the term.

Attendance. Let students know in the syllabus and on the first day of class that you expect them to come to class regularly. Do your best to make class time worthwhile -- a time when real work takes place. Students are also more likely to attend if they know that exams will include items that have been discussed in class only. In most cases, however, attendance should not be mandatory or a factor in your grading Policy. Grades should be based on students' mastery of the course content and not on such nonacademic factors as attendance. See "Grading Practices." If you must require attendance, let students know how you will determine whether they come to class. Give bonus points for perfect or near perfect attendance rather than subtracting points for absences (Professional and Organizational Development Network in Higher Education, 1989). The numerical result is the same but students will feel better having their attendance rewarded rather than their absences penalized. In addition to students' attendance, you should pay attention to your own patterns. Some observers recommend that instructors come early to class (to let students know you are interested and available), start on time (to reward the prompt), end on time (to enable students to leave for their next class), and stay late (to answer questions from students) (Heine and others, 1981).

Makeup exams. For advice on offering makeup tests -- and ways to avoid having to do so -- see "Quizzes, Tests, and Exams."

Late work. Be clear on whether you will accept late work and the penalties for missing deadlines. Some faculty members deduct an increasing number of points for each day an assignment is late. Others give a sufficient number of assignments so that a student is allowed to drop one or two without penalty (due to low grades or missing work). Still other faculty members give students two days of grace that they can apply to missed deadlines: a single assignment can be two days late or two assignments can each be a day late (Marincovich and Rusk, 1987).

Handling Administrative Tasks

Order books early and anticipate foul-ups. Double-check on the progress of your order with the bookstore a month or so before the term begins. Once the books have arrived, check back with the bookstore to see how many copies there are. No matter what precautions you take, there is always a chance that the books won't arrive before classes begin. You can make it easier on yourself and your class by not relying on books being available during the first two weeks of class. Instead, assign readings that you distribute, that are readily available on reserve in the library, or that students purchase from a photocopy vendor.

Place materials on reserve before the term begins or package reserve materials for students to purchase. Consult with campus librarians about the procedures for putting materials on reserve. Let your students know in which library the readings are located, the length of time they are available for use, and the number of copies on reserve. Because as many as 85 percent of the students check out reserve material to make their own photocopies rather than read it in the library ("Two Groups Tackle Reserve Book Problems," 1992), consider offering students the chance to purchase the reserve readings. (Sources: Janes and Hauer, 1988; "Two Groups Tackle Reserve Book Problems, 1992)

Make logistical arrangements in advance. Before the term begins, order audiovisual equipment, videos, or films, contact guest speakers, and arrange for field trips.

Fink's Five Principles of Good Course Design

2008-11-11T10:54:00.000-08:00

From: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/finks5.htm

By L. Dee Fink

A "good course" is one which meets the following five criteria:

1. Challenges students to HIGHER LEVEL LEARNING.

All courses require some "lower level" learning, i.e., comprehending and remembering basic information and concepts. But many courses never get beyond this. Examples of "higher level learning" include problem solving, decision making, critical thinking, and creative thinking.

2. Uses ACTIVE FORMS OF LEARNING.

Some learning will be "passive", i.e., reading and listening. But "higher level learning," almost by definition, requires active learning. One learns to solve problems by solving problems; one learns to think critically by thinking critically; etc.

3. Gives FREQUENT and IMMEDIATE FEEDBACK to students on the quality of their learning.

Higher level learning and active learning require frequent and immediate feedback for students to know whether they are "doing it" correctly.
"Frequent" means weekly or daily; feedback consisting of "two mid-terms and a final" is not sufficient.
"Immediate" means during the same class if possible, or at the next class session.

4. Uses a STRUCTURED SEQUENCE OF DIFFERENT LEARNING ACTIVITIES.

Any course needs a variety of forms of learning (e.g., lectures, discussions, small groups, writing, etc.), both to support different kinds of learning goals and different learning styles. But these various learning activities also need to be structured in a sequence such that earlier classes lay the foundation for complex and higher level learning tasks in later classes.

5. Has a FAIR SYSTEM FOR ASSESSING AND GRADING STUDENTS.

Even when students feel they are learning something significant, they are unhappy if their grade does not reflect this. The grading system should be objective, reliable, based on learning, flexible, and communicated in writing.

Designing Multiple Choice Questions -- Do's and Don'ts

2008-11-10T10:54:00.000-08:00

From: http://web.uct.ac.za/projects/cbe/mcqman/mcqappb.html

General considerations
The task of designing good MCQs may be simplified by referring to past student work such as tutorials, class tests and examination answers, as these are rich sources of the type of errors and misconceptions which students frequently expose. MCQs designed with this material at hand will be relevant to the subject area and will be taken seriously by the students.

Test for significant learning outcomes.
The questions should be designed to test the learning objectives of the course, and not trivia associated with the subject matter. Questions should be recognized as being relevant to the goals of the course.

Test for the intended intellectual skills.
A question may unintentionally be a "test within a test". Look at the following stem:

"How many permutations are possible in a bridge hand?"

A student who knows how to calculate permutations and combinations (which is assumed to be the skill which is tested for in the context of an elementary Statistics course) will not be able to answer this question if he/she has never played cards, let alone bridge!

Pay special attention to the language used.
The level of the language should be within reach of the students, bearing in mind that there may be many in the class whose home language is not English. Use correct grammar throughout and avoid the use of jargon, unless you are specifically testing terminology. Remember that "second-language" students will take longer to read and understand a question. This, of course, is true for other types of examinations, in particular, those based on essay-type questions, where mis-reading the question by the student may lead to the writing of a good essay totally off the point envisaged by the examiner.

Be sensitive to cultural and gender issues.
Avoid turns of phrase and figures of speech that could reasonably be construed as racist or sexist, or which may have a cultural bias.

Avoid giving clues.
The correct answer may sometimes be deduced by "test-wise" students from unintentional clues linking the stem to the answer:

A group of islands is called an

a. peninsula
b. archipelago
c. moraine
d. polder

Here, there is a grammatical clue linking the stem to the correct answer b) in that the "an" at the end of the stem is the only article acceptable for the word "archipelago". Rather end the stem with "a/an".

Which one of the following publications is considered to be a prime source for research articles on
achievement testing?

a. Journal of Educational psychology
b. Journal of Educational Measurement
c. Journal of Clinical Psychology
d. Review of Educational Research

The correct answer d) is the only alternative to include the word "research", which is also found in the stem. In addition, it differs from the distractors in that it is not a "Journal", but a "Review".

Avoid using interrelated items.Questions should not overlap.

The question stem

State the problem clearly, simply and as concretely as possible. Avoid vague generalizations and do not include irrelevant information. It is essential that the students should know exactly what is expected of them.

The stem should contain most of the wording in order to reduce the reading load.

Avoid using negative stems. If this cannot be done, the negative words should always be highlighted by underlining or capitalisation:"Which one of the following is NOT an inert gas?"

The alternatives

They should be equally plausible and they should be internally consistent. The internal friction due to molecular cohesion in
fluids is called

a. surface tension
c. viscosity
b. fluidity
d. ductility
e. absorbance

Alternative d) has nothing to do with fluids and so can be eliminated by a student who is otherwise uninformed.

Only one of them should be unambiguously correct. Critical examination by a colleague is essential!

Try and ensure that they are approximately the same length.

Avoid "All of the above" (Analysis shows that these questions tend to be the easiest. This response shows that the question designer has run out of ideas!).

Use "None of the above" with care (Analysis shows that these questions are more difficult. On the plus side, they reduce the effect of guessing, but give no diagnostics on misconceptions).

The position of the answer should vary.

Assignment Design: Telling Students What You Want

2008-11-07T10:54:00.000-08:00

From: http://www.sacredheart.edu/pages/13510_assignment_design.cfm

By Dr. Margaret Procter, Coordinator, Writing Support, University of Toronto.

Obviously, only a few of the assignment design tips below will be appropriate to a given course. Take what you like and leave the rest.

1. Demonstrate how writing is used for learning and thinking in your discipline: analyze the style and organization of readings; look at examples of good journal articles and book chapters; ask invited speakers about their writing practices; refer to your own writing.

2. Demonstrate your awareness of writing as a process and a part of learning: require "deep" revision and rethinking; difficult but rewarding; necessary for exploration of ideas.

3. Phrase assignment prompts to refer explicitly to the learning objectives of the course: use phrases like "apply what you have learned about theories of deviance," "practice historiographical analysis," "use your skills in critical thinking," "locate the article's position within arguments about X covered in this course."

4. Ask questions that will lead students beyond mere summary or replication of sources: "Critically evaluate which of the two levels of analysis offers the best explanation for war," "Choose a detail or key word and show its function in the novel," or "To what extent is statement X true?"

5. Describe success in realistic terms: state grading criteria, making models available (perhaps past student essays on similar topics), discussing good (and improvable) examples of past student writing in class.

6. Define the reader as someone other than yourself, thus giving the student a role to play: "explain to other students in your class who have not read the work," "advise the foreign ministers of [x country].”

7. Help students avoid pitfalls by anticipating their questions and assumptions: discuss narrowing of the topic, use of sources, citation method, use and placement of thesis statement, first-person references, expectations that they will proofread.

8. Ask students for various modes of writing, not always essays and reports: real-world genres: government briefing paper, environmental impact statement, museum display notes, letter to the author of your textbook, manuals for clients or the public.

9. Try microthemes (concise pieces of 150-200 words): abstract of a required reading, summary of one side of a controversy, interpretation of given set of data, solution of a quandary.

10. Try some non-linear genres: response journals to readings or field work, research journals on the conceptual development of a project or experiment, diagrams, posters, cartoons, videos.

11. Try "metanotes" on any assignment or project: brief summative notes outlining reasoning and presentation strategies, perhaps discussing writing problems and tactics. They may be reports on progress or impromptu in-class writing as the assignment is handed in.

--------------------------------------------------------------------------------

Presenting Assignments: Reinforcing Students' Motivation

1. Give students an early chance to succeed, to test their skills, and to improve: give small papers in the early weeks of the course, with prompt feedback--not necessarily grades).

2. Use some class time to show ways of understanding and developing assignment topics: focus on broad subjects, using specific ones as "keyholes," look for issues, questions, and conflicts.

3. Let students know what you mean by the logical or cognitive operation you name (discuss, analyze/synthesize, compare/contrast, criticize, evaluate, etc.): draw diagrams on the board, outline a good answer, show published models, comment on the organizational patterns in course readings.

4. Encourage and reward prompt starts: assign preliminary statements and annotated reference lists; ask for five-minute in-class progress reports; set up a question box or discussion thread on BlackBoard, set aside some office time for oral discussion of the topics.

--------------------------------------------------------------------------------

Coaching through the Process: Getting students to take responsibility

1. Ask students to be readers as well as writers. Have class members, in pairs, read each other's abstracts, outlines, or first paragraphs--then challenge the readers to reproduce what they have read. For longer projects, students can look at each other's drafts in pairs or small groups (in class or on their own time) and answer simple focused questions: "What was the most interesting idea in this piece?" "What points need clarifying?"

2. Ask students to write or talk briefly about their progress and discoveries as they put together longer projects. Be sure they know the purpose of their assignment in terms of their own learning. Expressing anxieties can lead to discussion of possible strategies.

3. Encourage students to write abstracts for themselves periodically. Challenge students to say in three or four sentences why they are discussing this particular point, what they want to say about it, and why that is worth saying. These exercises can help both those who are blocked and those who ramble, and they can reassure the anxious that they have something to say.

Grading Class Participation

2008-11-06T10:54:00.000-08:00

From: http://trc.virginia.edu/Publications/Teaching_Concerns/Spring_1996/TC_Spring_1996_Maznevski.htm

Martha L. Maznevski, Assistant Professor, McIntire School of Commerce

In my experience, grading class participation is one of the most difficult aspects of student evaluation. Over the past few years I have spent a lot of time trying to figure out why I expect students to participate, how I want them to participate, how to communicate those expectations to them, and, finally, how to grade it. What follows is the system that I currently use. The system is in a state of continual improvement, and hence is never static. Nevertheless, it provides me with a set of guidelines for the answers to these tough questions.

Why do I want students to participate in class discussions?

I want students to participate so they can learn from each other. We know that active involvement in learning increases what is remembered, how well it is assimilated, and how the learning is used in new situations. In making statements to peers about their own thoughts on a class topic, students must articulate those thoughts and also submit them to (hopefully constructive) examination by others. In listening to their peers, students hear many different ways of interpreting and applying class material, and thus are able to integrate many examples of how to use the information. Especially in a course that stresses application of material, extensive participation in class discussions is an essential element of students' learning.

What class participation behaviors contribute to others' learning?

In organizational behavior and management classes, we teach that one of the best ways to evaluate performance on the job is to develop a set of behavioral indicators of good performance specific for a given job. Behavioral indicators can be evaluated much more objectively than, say, characteristics or traits (e.g., positive outlook, enthusiasm, commitment). Furthermore, they can be assessed at frequent intervals, unlike final output which can only be assessed irregularly. So, in part to practice what I preach, and in part to demonstrate to the students that I believe what I teach, I developed a set of behavioral indicators of good class participation. A perfect score ("4" on a 4-point scale) is then assigned to the behaviors that are indicators of ideal participation, a score of "3" (equivalent to "B") is assigned to the behaviors I expect on average from most students in order for the class to meet its learning objectives. Scores of "2" and below are assigned to behavioral indicators of less participation. I depend on Bloom's taxonomy of learning objectives to provide guidelines for developing the criteria, since I can link them clearly with the learning objectives for the course. For example, the criteria for "4" always include synthesis and evaluation (Bloom's highest levels of learning objectives). Included below is the list of indicators I use for my current courses (which consist of about one-third cases, one-third involvement exercises, and one-third other types of sessions). It is critical that the expectations for participation, i.e., the list of behavioral indicators of good participation, match the goals and type of course. For example, in an accounting or math class, knowing facts from a case or reading may be irrelevant, and good completion of homework problems may become more important.

How can participation be graded?

Once the behavioral list is created, it provides a fairly simple mechanism for grading participation. First, it should be given to students at the beginning of the semester so they know which behaviors will be rewarded with high participation grades. At this time an additional advantage of the behavioral approach becomes apparent: even students who are wary of the "subjective" nature of grading participation are less anxious when presented with this relatively objective set of criteria. Second, at the end of each class the professor can sit down with a class list and give each person a rating on the 4-point scale (this requires knowing students' names quickly; in the past I've taken photographs on the first day and referred to them frequently). After a couple of classes, this procedure becomes fairly easy. Of course, not every student will receive a rating every day, especially in a larger class. But it quickly becomes obvious if the professor is consistently "missing" a particular student or set of students, and early intervention in improving participation and learning is possible. If I haven't watched a specific student closely enough to rate him or her for three classes in a row, then I make a particular point of watching that student in the next class and "cold calling" him or her (in a supportive way) fairly early if no active contribution is volunteered.

Interim feedback is important to students, and can be provided in various forms. About mid-way through the semester I provide feedback to each student in memo form, re-articulating the criteria and giving each student an interim grade on the 4-point scale. I also conduct conferences with students if they request them. Prior to the interim assessment, and at the beginning of any conference I conduct, I ask students to think about how they would rate themselves on these criteria. Low assessments by either myself or the student provide stimulus for discussion about improvement, and together we develop strategies to help the student overcome shyness or other difficulties. For example, I may agree that a particular student can "start" the next class by addressing a previously agreed-upon set of issues, so s/he has reduced ambiguity concerning when s/he will be participating and what the content will be. It is important that the students take the responsibility for their own behaviors, though. While I may promise to try to "invite" their participation more explicitly over the next few classes, I ensure they understand it is up to them to be prepared, respond to these invitations, and eventually contribute without the need to be explicitly invited.

Continuous Improvement

I have used the basic approach outlined here with undergraduates, graduate, and MBA students (highly competitive and vocal), and in continuing education settings; and it has been refined extensively over the years. I am sure this is not the final version, but it does help with handling the sticky elements of evaluating class participation.

Expectations for Class Participation

(Information Given to the Students)

Participation is graded on a scale from 0 (lowest) through 4 (highest), using the criteria below. The criteria focus on what you demonstrate and do not presume to guess at what you know but do not demonstrate. This is because what you offer to the class is what you and others learn from. I expect the average level of participation to satisfy the criteria for a "3".

Grade/Criteria

0
Absent.

1
Present, not disruptive.

Tries to respond when called on but does not offer much.

Demonstrates very infrequent involvement in discussion.

2
Demonstrates adequate preparation: knows basic case or reading facts, but does not show evidence of trying to interpret or analyze them.

Offers straightforward information (e.g., straight from the case or reading), without elaboration or very infrequently (perhaps once a class).

Does not offer to contribute to discussion, but contributes to a moderate degree when called on.

Demonstrates sporadic involvement.

3
Demonstrates good preparation: knows case or reading facts well, has thought through implications of them.

Offers interpretations and analysis of case material (more than just facts) to class.

Contributes well to discussion in an ongoing way: responds to other students' points, thinks through own points, questions others in a constructive way, offers and supports suggestions that may be counter to the majority opinion.

Demonstrates consistent ongoing involvement.

4
Demonstrates excellent preparation: has analyzed case exceptionally well, relating it to readings and other material (e.g., readings, course material, discussions, experiences, etc.).

Offers analysis, synthesis, and evaluation of case material, e.g., puts together pieces of the discussion to develop new approaches that take the class further.

Contributes in a very significant way to ongoing discussion: keeps analysis focused, responds very thoughtfully to other students' comments, contributes to the cooperative argument-building, suggests alternative ways of approaching material and helps class analyze which approaches are appropriate, etc.

Demonstrates ongoing very active involvement.

Responding to Response Papers

2008-11-05T10:54:00.000-08:00

From: http://isites.harvard.edu/fs/html/icb.topic58474/TFTresponsepapers.html

By Sue Lonoff, Derek Bok Center

One- to two-page response papers assigned throughout the term have many uses. They can help students:

1. keep up with the reading and so come to section prepared to participate

2. think more critically and analytically about the material

3. prepare for longer papers and examinations.

If read before the section meets, they can also help instructors to

1. identify issues that still need to be covered

2. alert the whole class to recurring problems and give everybody tips on preventing them

3. decide which students to call on at various points in the discussion.

Responding to response papers is a necessary though time-consuming task. It is necessary because, if you do not, most students will stop putting effort into them. But how can you respond to every paper without expending vast amounts of time and labor?

1. Briefly say something positive. Positive feedback motivates the student and opens the channels of communication. Possible comments at the end of the paper:

* "I like what you say about -----."

* "You introduce your subject well."

* "You understand what X says about -----."

* "You have gone beyond the requirements by -----."

* "You have correctly summarized X's position on -----."

* "You argue here [You try to argue] that -----."

Note that even the last comment is positive because it tells students that you've heard them. Note too that each of these comments addresses the substance of the paper. Many students need to be told what they've done right, so that they can build on their strengths.

As you read along, add positive comments in the margins: "good point," "well argued," "perceptive," "yes," "interesting," etc.

2. Identify the main problem, if there is one _ or, at most, the two main problems. You may frame your response as a statement or a question. Possibilities for the end of the paper:

* "You do not respond to [this part of] the question [the instructions]"; then specify.

* "You summarize X, but you haven't taken a position of your own on this argument."

* "What is your evidence for -----?"

* "I'm not convinced you understand what X means by [is saying about] -----." You can also be more explicit and tell the student what she or he missed.

* "But you have not covered [addressed the issue of] -----."

* "Your analysis of ----- is not clear to me." You can also tell the student why.

* "How would you explain the inconsistency [contradiction] in -----?"

* "I find this argument [discussion, passage] hard to follow because...."

As you read along, add questions and comments in the margins: "for example?" "evidence?" "What do you mean here?" "Can you make this point clearer"?

3. If the paper has major problems or problems that you cannot easily define, ask the writer to see you after class or in a short conference.

Concentrate on helping the student understand (1) what you expect in a response paper (2) how to read and analyze the material (3) how to present the evidence (4) how to argue effectively.

Copyright © 2002-2006 by the President and Fellows of Harvard College. Permission is granted to non-profit educational institutions to print and distribute this document for internal use provided that the Bok Center's authorship and copyright are acknowledged.

Derek Bok Center for
Teaching and Learning
Harvard University

Science Center 318
One Oxford Street
Cambridge, MA 02138-2901
Voice: (617) 495-4869 * Fax: (617) 495-3739
http://bokcenter.harvard.edu

Addressing Plagiarism

2008-11-04T10:54:00.000-08:00

From: http://www.writing.ku.edu/instructors/docs/plagiarism1.shtml

Plagiarism, the academic community's capital crime, undermines the development and transmission of knowledge--what academia is all about. Many academics may moan about plagiarism, but some, including Edward M. White in "Too Many Campuses Want to Sweep Student Plagiarism Under the Rug," argue that faculty can do more to fight it. To combat plagiarism, White suggests that we need to work on two fronts: "prevention through education, as well as punishment for violations." We can explain the problem, teach tactics to avoid it, design assignments to combat it, and then punish it with consistency when it occurs.

Explain the Seriousness of Plagiarism
Many teachers may confuse listing the consequences of plagiarism with explaining the seriousness of the practice and its ramifications. It is important that students understand the penalty and the consequences to their grade, but they also need to know the potential significance to their careers as students and as professionals, and even to the field of study.

Teach the Role of Research
Well-intentioned students may stumble into plagiarism because they don't understand the need for their own insight and reflection. White explains that students need to learn that "sources should support, not substitute for, their own work." They also need to learn the research process as it operates in a specific discipline.

Review Conventions
The tactics to avoid plagiarism are best taught in the individual disciplines. There, students can learn the relation of research to their writing in the particular discipline in which they are working and can be introduced to the conventions that will allow them to credit the origin of their information. White observes that "even when the composition course does a careful job, that instruction must be reinforced by other courses before students will take the message to heart. Further, different disciplines follow different systems for making citations, reflecting not just differences in format, but also in the ways in which disciplines pose and solve problems and what they accept as 'common knowledge'."

Design Assignments that Discourage Cheating
Teachers can educate themselves to recognize and, thus, avoid assignments that promote plagiarism, White suggests. For example, he advocates that "professors should discuss assignments in detail with students and explain why the retelling of knowledge will be insufficient." Other strategies include:

reviewing with students appropriate citation strategies for the discipline.

segmenting a large assignment: This discourages plagiarism by requiring that students submit evidence of their work as it progresses.

monitoring the assignment subject matter: Assignments lacking clearly stated subject-matter boundaries are sometimes given in the name of encouraging student creativity. However, such open-ended assignments fuel the business of term-paper mills. Instead, consider stating boundaries for the assignment and selecting a topic that is not summarized in popular student analyses. An assignment that demands discussion of a topic in terms of class theory and discussion is difficult to plagiarize.

varying the assignment from year to year.

incorporating in-class writing with the out-of-class assignment.

As Walvoord reminds instructors, not only does in-class writing help prevent plagiarism as such, but if students know that they need to submit in-class work as part of a major project, they are much less likely to be tempted to purchase a paper. In-class writing might include journal entries, brief progress reports, or exam responses on mid-terms and finals.

Punish Plagiarism with Consistency
Certainly, we agree that academia is more than a diploma mill, yet White notes that, although many institutions publish strong policy statements, they are often not enforced by either individual teachers or the institution: "We give too much weight to the passive adoption of others' ideas, to the mindless repetition of slogans as if they were thoughts, to the view that education is merely a means to a degree or a certificate, not something important for its own sake." If we regard plagiarism as an affront to our intellectual values and our students' intellectual development, perhaps we will be more cognizant of the need to combat plagiarism through education and consistent enforcement.

Grading Practices

2008-11-03T10:54:00.000-08:00

From: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/grading.htm

By Barbara Gross Davis

There are no hard-and-fast rules about the best ways to grade. In fact, as Erickson and Strommer (1991) point out, how you grade depends a great deal on your values, assumptions, and educational philosophy: if you view introductory courses as "weeder" classes -- to separate out students who lack potential for future success in the field -- you are likely to take a different grading approach than someone who views introductory courses as teaching important skills that all students need to master.

All faculty agree, however, that grades provide information on how well students are learning (Erickson and Strommer, 1991). But grades also serve other purposes. Scriven (1974) has identified at least six functions of grading:

1. To describe unambiguously the worth, merit, or value of the work accomplished

2. To improve the capacity of students to identify good work, that is, to improve their self-evaluation or discrimination skills with respect to work submitted

3. To stimulate and encourage good work by students

4. To communicate the teacher's judgment of the student's progress

5. To inform the teacher about what students have and haven't learned

6. To select people for rewards or continued education

For some students, grades are also a sign of approval or disapproval; they take them very personally. Because of the importance of grades, faculty need to communicate to students a clear rationale and policy on grading.

If you devise clear guidelines from which to assess performance, you will find the grading process more efficient, and the essential function of grades -- communicating the student's level of knowledge -- will be easier. Further, if you grade carefully and consistently, you can reduce the number of students who complain and ask you to defend a grade. The suggestions below are designed to help you develop clear and fair grading policies. For tips on calculating final grades, see "Calculating and Assigning Grades."

General Strategies

Grade on the basis of students' mastery of knowledge and skills. Restrict your evaluations to academic performance. Eliminate other considerations, such as classroom behavior, effort, classroom participation, attendance, punctuality, attitude, personality traits, or student interest in the course material, as the basis of course grades. If you count these non-academic factors, you obscure the primary meaning of the grade, as an indicator of what students have learned. For a discussion on why not to count class participation, see "Encouraging Student Participation in Discussion." (Source: Jacobs and Chase, 1992)

Avoid grading systems that put students in competition with their classmates and limit the number of high grades. These normative systems, such as grading on the curve, work against collaborative learning strategies that have been shown to be effective in promoting student learning. Normative grading produces undesirable consequences for many students, such as reduced motivation to learn, debilitating evaluation anxiety, decreased ability to use feedback to improve learning, and poor social relationships. (Sources: Crooks, 1988; McKeachie, 1986)

Try not to overemphasize grades. Explain to your class the meaning of and basis for grades and the procedures you use in grading. At the beginning of the term, inform students, in writing (see "The Course Syllabus") how much tests, papers, homework, and the final exam will count toward their final grade. Once you have explained your policies, avoid stressing grades or excessive talk about grades, which only increases students' anxieties and decreases their motivation to do something for its own sake rather than to obtain an external reward such as a grade. (Sources: Allen and Rueter, 1990; Fuhrmann and Grasha, 1983)

Keep students informed of their progress throughout the term. For each paper, assignment, midterm, or project that you grade, give students a sense of what their score means. Try to give a point total rather than a letter grade. Letter grades tend to have emotional associations that point totals lack. Do show the range and distribution of point scores, and indicate what level of performance is satisfactory. Such information can motivate students to improve if they are doing poorly or to maintain their performance if they are doing well. By keeping students informed throughout the term, you also prevent unpleasant surprises at the end. (Sources: Lowman, 1984; Shea, 1990)

Minimizing Students' Complaints About Grading

Clearly state grading procedures in your course syllabus, and go over this information in class. Students want to know how their grades will be determined, the weights of various tests and assignments, and the model of grading you will be using to calculate their grades: will the class be graded on a curve or by absolute standards? If you intend to make allowances for extra credit, late assignments, or revision of papers, clearly state your policies.

Set policies on late work. Will you refuse to accept any late work? Deduct points according to how late the work is submitted? Handle late work on a case-by-case basis? Offer a grace period? See "Preparing or Revising a Course."

Avoid modifying your grading policies during the term. Midcourse changes may erode students' confidence in your fairness, consistency, objectivity, and organizational skills. If you must make a change, give your students a complete explanation. (Source: Frisbie, Diamond, and Ory, 1979)

Provide enough opportunities for students to show you what they know. By giving students many opportunities to show you what they know, you will have a more accurate picture of their abilities and will avoid penalizing a student who has an off day at the time of a test. So in addition to a final exam, give one or two midterms and one or two short papers. For lower-division courses, Erickson and Strommer (1991) recommend giving shorter tests or written assignments and scheduling some form of evaluation every two or three weeks.

Consider allowing students to choose among alternative assignments. One instructor presents a list of activities with assigned points for each that take into account the assignments' educational and motivational value, difficulty, and probable amount of effort required. Students are told how many points are needed for an A, a B, or a C, and they choose a combination of assignments that meets the grade they desire for that portion of the course. Here are some possible activities:

1. Writing a case study

2. Engaging in and reporting on a fieldwork experience

3. Leading a discussion panel

4. Serving on a discussion panel

5. Keeping a journal or log of course-related ideas

6. Writing up thoughtful evaluations of several lectures

7. Creating instructional materials for the course (study guides, exam questions, or audiovisual materials) on a particular concept or theme

8. Undertaking an original research project or research paper

9. Reviewing the current research literature on a course-related topic

10. Keeping a reading log that includes brief abstracts of the readings and comments, applications, and critiques

11. Completing problem-solving assignments (such as designing an experiment to test a hypothesis or creating a test to measure something)
(Source: Davis, Wood, and Wilson, 1983)

Stress to students that grades reflect work on a specific task and are not judgments about people. Remind students that a teacher grades only a piece of paper. You might also let students know, if appropriate, that research shows that grades bear little or no relationship to measures of adult accomplishment (Eble, 1988, p. 156).

Give encouragement to students who are performing poorly. If students are having difficulty, do what you can to help them improve on the next assignment or exam. If they do perform well, take this into account when averaging the early low score with the later higher one. (Source: Lowman, 1984)

Deal directly with students who are angry or upset about their grade. Ask an upset student to take a day or more to cool off. It is also helpful to ask the student to prepare in writing the complaint or justification for a grade change. When you meet with the student in your office, have all the relevant materials at hand: the test questions, answer key or criteria, and examples of good answers. Listen to the student's concerns or read the memo with an open mind and respond in a calm manner. Don't allow yourself to become antagonized, and don't antagonize the student. Describe the key elements of a good answer, and point out how the student's response was incomplete or incorrect. Help the student understand your reasons for assigning the grade that you did. Take time to think about the student's request or to reread the exam if you need to, but resist pressures to change a grade because of a student's personal needs (to get into graduate school or maintain status on the dean's list). If appropriate, for final course grades, offer to write a letter to the student's adviser or to others, describing the student's work in detail and indicating any extenuating circumstances that may have hurt the grade. (Sources: Allen and Rueter, 1990; McKeachie, 1986)

Keep accurate records of students' grades. Your department may keep copies of final grade reports, but it is important for you to keep a record of all grades assigned throughout the semester, in case a student wishes to contest a grade, finish an incomplete, or ask for a letter of recommendation.

Making Effective Use of Grading Tactics

Return the first graded assignment or test before the add/drop deadline. Early assignments help students decide whether they are prepared to take the class (Shea, 1990). Some faculty members give students the option of throwing out this first test (Johnson, 1988). Students may receive a low score because they did not know what the instructor required or because they underestimated the level of preparation needed to succeed.

Record results numerically rather than as letter grades, whenever possible. Tests, problem sets, homework, and so on are best recorded by their point value to assure greater accuracy when calculating final grades. (Source: Jacobs and Chase, 1992)

Give students a chance to improve their grades by rewriting their papers. Many faculty encourage rewriting but do not count the grades on rewritten papers as equivalent to those of papers that have not been rewritten. See "Helping Students Write Better in All Courses."

If many students do poorly on an exam, schedule another one on the same material a week or so later. Devote one or more classes to reviewing the troublesome material. Provide in-class exercises, homework problems or questions, practice quizzes, study group opportunities, and extra office hours before you administer the new exam. Though reviewing and retesting may seem burdensome and time-consuming, there is usually little point in proceeding to new topics when many of your students are still struggling. (Source: Erickson and Strommer, 1991)

Evaluating Your Grading Policies

Compare your grade distributions with those for similar courses in your department. Differences between your grade distributions and those of your colleagues do not necessarily mean that your methods are faulty. But glaring discrepancies should prompt you to reexamine your practices. (Source: Frisbie, Diamond, and Ory, 1979)

Ask students about your grading policies on end-of-course questionnaires. Here are some sample questions (adapted from Frisbie, Diamond, and Ory, 1979, p. 22):

To what extent:

1. Were the grading procedures for the course fair?

2. Were the grading procedures for the course clearly explained?

3. Did you receive adequate feedback on your performance?

4. Were requests for regrading or review handled fairly?

5. Did the instructor evaluate your work in a meaningful and conscientious manner?

Rapport in the Classroom: Responses and Respect

2008-10-31T10:54:00.000-07:00

From: http://learningandteaching.dal.ca/taguide/RapportiClassroom.htm

Students are often very hesitant to speak out in class. Questions go unasked and unanswered, students remain silent because they are afraid to lose their self-esteem by being put down in front of their classmates.

Here are some hints for creating a more open, rewarding, and responsive classroom environment.

1. Listen to what students say without comment. Use eye contact, non-verbal cues such as a nod, and facial expression to indicate that you're interested.

2. Don't dismiss student comments with a vague phrase such as "uh-huh," or "okay."

3. Don't interrupt student comments or responses.

4. Try to incorporate student comments and responses into your material.

5. Encourage students to respond to each other by inviting them to comment on a remark a classmate has made.

6. Write good responses or comments on the board to emphasize the value of student contributions to your class.

7. If you are not sure what a student is asking, ask some questions which will help you clarify. Don't say, "I don't understand what you mean."

8. If you cannot answer a question, be frank with the class. Ask for help; maybe one of the students can give an example to help you out.

9. Repeat and paraphrase student answers. This shows that you were listening, helps you check that you understood what the student meant, and ensures that everyone in class hears what was said.

10. Never try to capitalize on students' confusion by ridiculing or joking about incorrect responses. "Humour" of that kind is bound to backfire and create the very kind of inhospitable climate that you are trying to avoid.

11. Never deter questions by saying, "Well that was really straightforward. I don't suppose there are any questions, are there?" You can bet there won't be.

Have Students Submit Their Lecture Notes

2008-10-30T10:54:00.000-07:00

From: http://teaching.berkeley.edu/compendium/suggestions/file104.html

IF YOU WANT TO:

Know if the class is understanding you or not

Give help to students who are having difficulty

Motivate students to do their best work

YOU MAY WISH TO CONSIDER:
Having students turn in their lecture notes as a course assignment.

One faculty member in engineering requires that students hand in their lecture notes, course assignments, homework, quizzes, etc., two or three times a term, typically before the midterms or final exam. Students must prepare a detailed table of contents to accompany their notes.

"I find this is a good way to get a sense of how well students are understanding the material," explains the professor. "If someone is having difficulties I can spot them and give them some help.

"As an added bonus, students are able to leave this introductory course with a good set of detailed notes, and a useful table of contents, which will make it easier for them to locate this material when they need it in their later course work."

Limitations on Use of Suggestion

Discipline: None
Course Level: None
Course Size: None
Mode: None

Copyright 1983 by the Regents of the University of California

How to Deal with "Problem Students": Part II

2008-10-29T10:54:00.000-07:00

From: http://www.tefllogue.com/in-the-classroom/tips-and-tricks-for-problem-students-the-sequel.html

The student who won’t talk

This is a problem because most native speaker teachers are – at least to some extent – there to get students to use the language and specifically to speak. Many tasks and activities require students to speak and in fact depend on their willingness to do so.

Is this student quiet because that’s their personality? Because they are not up to the level or don’t feel confident? Is something in the class making them feel uncomfortable?

The solution depends on the reason: pairwork should probably be part of the class anyway, and may be especially useful for those who are nervous about speaking in front of the group. If the problem is something in the class, see what you can do to alleviate it. I had one very aware student actually write on a feedback form “Please don’t ever make me work with Adam again”, along with a smiley. Problem solved – if only all students were this politely vocal about similar issues!

As a formerly quiet student myself, I think that putting that person on the spot in front of the group more often is unlikely to make them feel more comfortable, but sometimes it is a normal part of the class. When it’s necessary, giving appropriate prep time can help. Not everyone will grow to like or be good at speaking in front of a group, and it seems a little unfair to those without extroverted personalities to make that a main component of success in the course. Speaking doesn’t have to include a large audience.

If the whole group seems quiet, I try to evaluate if the tasks I’m giving them are appropriate for their level, if the instructions I’ve given are good enough, and if the subject matter is interesting or relevant enough. They might also all just need a coffee; I have fortunately reached a point where I realize their mood may have little to do with the tasks of my choosing and so on.

I do put more thought into the questions I ask, and try to compose them so people who don’t know a lot about the topic, or who feel adverse to sharing their own opinion, can answer most easily. For example, “How were your answers the same or different?” and “What reasons do people give for having opinion x?” are easier than “Why do you disagree?” or “What’s your opinion on x?” Roleplays also allow people who are shy about sharing their own opinions, likes, and dislikes to speak more freely as “someone else.”

Problematic office dynamic

Do you teach a group where the secretary and executive director of the same company are in a small group together, and the secretary speaks much better English? Is the director used to having what he wants and people listening till he’s done speaking? In a regular class of virtual strangers this might be easier to address, but in an office setting I’ve felt mostly a guest. After I leave, they have to work together, give each other raises or performance evaluations or whatever.

I would make an effort not to make an issue out of it and subtly pair them appropriately, or chose activities which require more balanced interaction and make it harder for one person to dominate. Competitive activities might be a no-go. It is a little counter intuitive but it has also occurred to me that if I play dumb about their positions, I may be able to get away with a little bit more. I think it’s fair to say though that at times you just need to accept that you can do your best but are not in a position to change the way co-workers interact.

A final note
Even the idea of “putting yourself in your student’s shoes” will lead to different answers for different teachers, and probably for different cultures. Sometimes techniques I came across in my CELTA were not techniques that I would appreciate as a learner. That doesn’t mean that they don’t work,or that learners should always feel 100% relaxed in the classroom - to me it just means that cookie-cutter solutions are rare.
Last but not least, if you’re studying the second conditional, you could always give them a series of hypothetical situations an throw in one based on the problem in that class. I doubt I’d really do this, but it would be interesting to hear what students think … and to see if they realized that situation was the one in their class.

How to Deal with "Problem Students": Part I

2008-10-28T10:54:00.000-07:00

From: http://www.tefllogue.com/in-the-classroom/tips-and-tricks-for-problem-students.html

First I should say that I believe classroom “problems” don’t happen in a vacuum. It’s not as if there is only one possible solution for each for each problem that comes from exactly one source (you, the teacher). A class of adult learners is much like any group of people, and while as the teacher I am in a position to set the tone for the class, the six, eight, or twelve others in the room bear some responsibility for the dynamic too. Beyond that, students do in fact exist outside my classroom (at least I think they do), and have several years of education prior to it. I think it’s important to realize that plenty of these problems are not going to be solved by, say, better concept-check questions or a different seating arrangement. Still, you do what you can, and with that in mind:

The student who talks too much

This is the student who jumps in when you call on others, or just takes more than a reasonable share of the speaking time.

Why?

It may happen because you “let it” – by not “controlling” the class enough – but it can be hard to reconcile this with the goal of being student-centered. I think some people just like to talk a lot, or are just enthusiastic about speaking English, and are not inclined to put themselves in the shoes of others who may also need practice speaking.

What to do?

When I notice this happening, I ask myself whether I’m incorporating enough pairwork, and alternating partners often enough. I might speak directly to the student to commend his or her enthusiasm and enlist their help to get other students speaking…but sometimes it’s better just to make a joke of it. “Bob, I didn’t recognize you with your new haircut!” I might say to talkative Admira, if I call on Bob and Admira answers. If Admira is interrupting Bob mid-sentence, it may be effective to just keep your attention on Bob’s answer. This will only work, however, if Bob keeps talking, and not if he stops and defers to Admira.

The weak student

A student who frequently lags behind or just doesn’t get it can be a problem, first for him- or herself. This person often feels bad when they notice they are behind, and this affects their confidence even more. Other learners can be affected if you alter the pace of the course to adapt to one student who is not up to the level.

Once you are sure that the problem is not just shyness or a certain grammar point which they go blank on, my opinion is that the first step is to try to get the student in the right level. If you’re in a setting where the student has been placed in your class because they paid for and attended the previous level, even though they aren’t ready for the current level, this can be hard to address. Or there may not be an appropriate class this term. An ELT Notebook had some detailed advice on adapting tasks to mixed-ability learners. Also see my take on the larger picture of mixed-ability groups.

A few short and sweet tips of my own would be: make an effort to pay attention to that student – who they work well with in pairs, for example. On a common sense, personal level, I think that it’s important not to single out that student as the weak one too much. Adapt as you can, try not to put him or her on the spot if s/he is totally lost, but also keep in mind that a wrong answer is just that and not something to be ashamed of. Especially in a for-profit school, I think it’s fair to raise the issue with the student privately, though it also depends on if something can be done about it. In ideal situations, the person would want to be in the correct level, or if that’s not possible, to work a little more at home to catch up as much as they can, but in practice there are many reasons why this doesn’t work out.

Unprepared Students and Instructor/Student Conferences

2008-10-27T10:54:00.001-07:00

From: http://trc.virginia.edu/Publications/Teaching_Concerns/Spring_1992/TC_Spring_1992_Brock.htm

As faculty members, we have all experienced the frustration of having students come to class unprepared. In desperation, I was considering remedying the situation by administrating pop-quizzes. But I was advised to try something else first: short conferences with unprepared students.

During these meetings, your goal is to let these students know that you, as instructor, are aware of their lack of preparation, and that you want to help them overcome this handicap.

During your brief conferences with individual students, find out why they don't prepare, advise them how to resolve the problem, and let them know that preparation is crucial to their success in your class and that you care about their success.

This method works wonders with most students' problems of preparation: poor grades, tardiness, lack of participation. Students who may balk at punitive measures respond very positively to your show of interest and offer to help.

63 Ideas to Encourage Student Retention

2008-10-24T10:54:00.000-07:00

From: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/studretn.htm

The following ideas are a product of a faculty seminar at Jefferson Community College, Kentucky. Sixty-three ideas are presented for faculty use in dealing with retention/attrition. The 63 ideas are subdivided into four general categories.

Faculty/Student Interaction

This category contains elements directly related to the affective domain of student growth brought about by faculty/student interaction. Psych, ego, individual worth are all intricately bound within this framework.

1. Learn the name of each student as quickly as possible and use the student's name in class. Based upon the atmosphere you want to create:
a. Call on students by their first names.
b. Call on students by using Mr., Mrs., Miss, Ms.

2. Tell the students by what name and title you prefer to be called (Prof., Dr., Mr., Mrs., Miss, Ms, First Name).

3. At the end of each class period, ask one student to stay for a minute to chat (compliment on something: tell student you missed him/her if absent, etc.).

4. Instead of returning tests, quizzed, themes in class, ask students to stop by your office to pick them up. This presents an opportunity to talk informally with students.

5. Call students on the telephone if they are absent. Make an appointment with them to discuss attendance, make-up work, etc.

6. Get feedback periodically from students (perhaps a select few) on their perceptions of your attitudes toward them, your personal involvement, etc.

7. Socialize with students as your "style" permits by attending their clubs or social activities, by having lunch with them, by walking with them between classes, etc.

8. Conduct a personal interview with all students sometime during the semester.

9. Provide positive reinforcement whenever possible; give students a respectful answer to any question they might ask.

10. Listen intently to students' comments and opinions. By using a "lateral thinking technique" (adding to ideas rather than dismissing them), students feel that their ideas, comments, and opinions are worthwhile.

11. Be aware of the difference between students' classroom mistakes and their personal successes/failures.

12. Be honest about your feelings, opinions, and attitudes toward students and toward the subject matter. Don't be afraid to admit that you don't know all the answers. If a student tells you something in confidence, respect that confidence. Avoid making value judgments (verbally or non-verbally) about these confidences.

13. Lend some of your books (reference) to students and borrow some of theirs in return. You can initiate the process by saying, "I've just read a great book on _______, would anyone like to borrow it?"

14. Give your telephone number to students and the location of your office.

15. A first class meeting, pair up the students and have them get acquainted with one another. Switch partners every five (5) minutes.

16. Have the students establish a "buddy" system for absences, work missed, assignments, tutoring, etc. Exchange telephone numbers; pair them by majors or geographical proximity.

General Classroom Management

This section focuses literally on the day-to-day operations of your classes. The items as a group emphasize planning, orderliness, and general good sense.

1. Circulate around the class as you talk or ask questions. This movement creates a physical closeness to the students. Avoid standing behind the lectern or sitting behind the desk for the entire period. Do not allow the classroom to set up artificial barriers between you and the students.

2. Give each student a mid-term grade and indicate what each student must do to improve.

3. Tell the students (orally and in writing) what your attendance policy is. Make them aware of your deep concern for attendance and remind them periodically of the policy and the concern.

4. Conduct a full instructional period on the first day of classes. This activity sets a positive tone for the learning environment you want to set. Engage in some of the interpersonal activities listed elsewhere.

5. List and discuss your course objectives on the first day. Let students know how your course can fit in with their personal/career goals. Discuss some of the fears, apprehensions that both you and the students have. Tell them what they should expect of you and how you will contribute to their learning.

6. Let students know that the learning resources you use in class (slides, tapes, films) are available to them outside of class. Explain the procedures to secure the material, and take them to the area.

7. Have students fill out an index card with name, address, telephone number, goals, and other personal information you think is important.

8. If the subject matter is appropriate, use a pre-test to determine their knowledge, background, expertise, etc.

9. Return tests, quizzes, and papers as soon as possible. Write comments (+ and -) when appropriate.

10. Vary your instructional techniques (lecture, discussion, debate, small groups, films, etc.).

11. When you answer a student's question, be sure he/she understands your answer. Make the student repeat the answer in his/her own words.

12. Get to class before the students arrive; be the last one to leave.

13. Use familiar examples in presenting materials. If you teach rules, principles, definitions, and theorems, explicate these with concrete examples that students can understand.

14. If you had to miss a class, explain why and what you will do to make up the time and/or materials.

15. Clarify and have students understand what is acceptable and unacceptable behavior in a classroom. Be consistent in enforcing your rules.

16. Good eye contact with students is extremely important both in and out of class.

17. Allow students to switch classes if work schedules changes or other salient reasons develop. Cooperate with colleague if he/she makes such a request.

18. Be prepared to use an alternate approach if the one you've chosen seems to bog down. You should be confident enough with your own material so that student interests and concerns, not lecture notes, determine the format of instruction.

19. Throughout the course, but particularly during the crucial first class sessions:
a. stress a positive "you can handle it" attitude

b. emphasize your willingness to give individual help

c. point out the relevancy of your subject matter to the concerns and goals of your students

d. capitalize on opportunities to praise the abilities and contributions of students whose status in the course is in doubt; well-timed encouragement could mean the difference between retention and attrition

e. utilize a variety of instructional methods, drawing on appropriate audio-visual aids as much as possible

f. urge students to talk to you about problems, such as changes in work schedule, before dropping your course. Alternate arrangements can often be made.

20. Distribute an outline of your lecture notes before class starts. This approach assists students in organizing the material you are presenting.

21. If you require a term paper or research paper, you should take the responsibility of arranging a library orientation. Librarians would be happy to cooperate.

22. Have the counselors visit your classes to foster an awareness of counseling.

Student-Initiated Activities

This category is based on the premise that peer influence can play a substantial role in student success. Age differences, personality differences, and skill differences can be utilized to produce positive results if you can get the students to work with one another.

1. Have students read one another's papers before they turn them in. This activity could help them locate one another's errors before being graded.

2. If the class lends itself to a field trip, have the students plan it and make some or all of the arrangements.

3. Ask students to submit sample test questions (objective or subjective) prior to a test. The class itself can compose a test or quiz based on your objectives.

4. Create opportunities for student leaders to emerge in class. Use their leadership skills to improve student performance.

5. If students are receiving tutoring help, ask them to report the content and results of their tutoring.

6. Have students set specific goals for themselves throughout the semester in terms of their learning and what responsibilities they will undertake.

Faculty-Initiated Activities

This section presents the greatest challenge to the ability and creativity of each faculty member. You must take the initiative to implement these suggestions, to test them, and to device them.

1. Utilize small group discussions in class whenever feasible.

2. Take the initiative to contact and meet with students who are doing poor work. Be especially cognizant of the "passive" student, one who comes to class, sits quietly, does not participate, but does poorly on tests, quizzes, etc.

3. Encourage students who had the first part of a course to be in the second part together. Try to schedule the same time slot for the second course.

4. Ask the Reading faculty to do a "readability study" of the texts you use in your classroom.

5. Develop library/supplementary reading lists which complement course content. Select books at various reading levels.

6. Use your background, experience, and knowledge to inter-relate your subject matter with other academic disciplines.

7. Throughout the semester, have students submit topics that they would like to cover or discuss.

8. Take students on a mini-tour of the learning resources center, reading/study skills area, counseling center, etc. If a particular student needs reading/study skills help, don't send him/her, TAKE him/her.

9. Work with your division counselor to discuss procedures to follow-up absentees, failing students, etc.

10. Use your imagination to devise ways to reinforce positively student accomplishments. Try to avoid placing students in embarrassing situations, particularly in class.

11. Create situations in which students can help you (get a book for you from library, look up some reference material, conduct a class research project).

12. Set up special tutoring sessions and extra classes. Make these activities mandatory, especially for students who are doing poorly.

13. Confer with other faculty members who have the same students in class. Help reinforce one another.

14. Look at your record book periodically to determine student progress (inform them) and determine if you know anything about that student other than his/her grades.

15. Team teach a class with a colleague or switch classes for a period or two. Invite a guest lecturer to class.

16. Use the library reference shelf for some of your old tests and quizzes. Tell the students that you will use some questions from the old tests in their next test.

17. Engage in periodic (weekly) self-evaluation of each class. What was accomplished this past week? How did students react?

18. At mid-term and at final exam, your last test question should ask if a student is going to continue at the college or drop out at the end of the semester. If a potential drop-out is identified, you can advise the student to work with the division counselor.

A Sequence of Assignments Building to a Formal Paper

2008-10-23T10:54:00.000-07:00

From: http://writing.umn.edu/tww/assignments/sequence.html

By Lillian Bridwell-Bowles, Professor, English

In order to provide writing instruction for students, it helps to break down an assignment into its component parts. Between the time that an assignment is announced and the time that it is due in final form, there is a series of steps and stages for which you can design activities. Here's one kind of breakdown.

1. Define Possible Questions
Preliminary proposal outlining areas of interest; preliminary inspection of textbook and/or course materials; and analysis of appropriate questions
A line or two of response from instructor

2. Identify Key Resources and Types of Evidence
A list of major sources and general comments about their importance
Quick evaluation and suggestions from instructor

3. Summarize and Critique Key Readings
Peer review

4. Outline or Describe Overall Structure
Look at connections between content and form; conventions of the field
Peer review; possible comparison of writer's versus reader's versions

5. Propose the Final Paper
Includes question or thesis, key resources, proposed structure for paper, revised on the basis of feedback in steps above
Instructor review

6. Write the Rough Draft
A "zero draft" for major revision
Peer review

7. Use Criticism to Revise the Rough Draft
Revision of first draft for substantive matters of content, structure, adequacy, relevance.
Peer review

8. Prepare the Polished Final Draft
Editing of draft for style, structure, mechanics
Peer review, if necessary, before instructor evaluation

9. "What I would do if I were to revise this paper…"
Self-evaluation, possible instructor response

The Change-up": A Good Pitch to Have in Your Teaching Repertoire

2008-10-22T10:54:00.000-07:00

From: http://trc.virginia.edu/Publications/Teaching_Concerns/Fall_1997/TC_Fall_1997_Change-Up.htm

By Bill McAllister, Faculty Consultant, TRC and Department of History

We've all had the experience, probably both as teachers and learners, of drifting off part way through a presentation. The phenomenon most often occurs in lectures, but can happen in any class. Individual students pursue various strategies to cope. Some gamely attempt to stay alert, the telltale sign of which is often a noticeable snapping back of the head at the precise moment they lose consciousness. Others deliberately opt for a short sojourn in hopes of avoiding a longer recess from sentience. Most succeed in refreshing themselves one way or another, but in the interim they may have missed a goodly portion of the day's proceedings and perhaps disrupted your concentration as well.

Among the TRC's many excellent library holdings is an article that deals with precisely this issue. Entitled "The 'Change-Up' in Lectures," by Joan Mittendorf and Alan Kalish, the article addresses the empirical literature on attention span and then suggests practical ways to counteract the all-too-natural human tendency toward cerebral entropy.

Mittendorf and Kalish note that studies on attention span indicate that, when passively absorbing information, adult learners usually experience mental lapses after a mere 15-20 minutes. Moreover, refocusing efforts proved only partially successful; students tended to drift off more quickly after the initial period of alertness and inattention.

Additionally, the authors cite research indicating that, in order to make connections between old and new knowledge, students require opportunities to practice thinking in terms of new concepts. Without a chance to exercise their new-found knowledge, they are less likely to inculcate it-to make it "their own."

One relatively non-intrusive tactic you can employ to counteract the attention-gap is to utilize a "change-up" in class. The terminology emanates from the baseball diamond: by throwing the ball at different speeds the pitcher keeps batters off-balance. The concept works equally well in the classroom: by mixing brief period(s) of application into your teaching, you can help students stay alert for the entire class. Moreover, change-ups afford students opportunities to wrestle with difficult concepts and ultimately enhance student learning.

Keep in mind that change-ups need not consume large amounts of class time; many can be completed in five minutes or less. Although some instructors are loathe to spend precious classroom minutes on what might appear to be an ancillary project, the time used is more than compensated for by the increased retention rates your students will enjoy.

Here are the essential principles to follow when designing change-ups:

TIMING: Plan on inserting a change of pace every 15-20 minutes. That means a 75-minute session will typically require two change-ups, whereas a 50-minute session usually needs only one.

TOPIC: Make your activity directly related to that day's course material. When appropriate, pick a task that reinforces the central point(s) you want students to retain.

THE PITCH: Have a clear idea of what you want your students to do and give explicit instructions about what they are to accomplish. If your change-up involves a question, make sure it is unambiguous.

TALK IT OVER: Make sure to debrief after completing the activity. Discuss, explore, and confirm what students discovered. Reinforce what is important and tie it to the day's key points.

EXAMPLES

The following change-up activities have been selected from a larger range of ideas proposed by Mittendorf and Kalish and from other sources available at the TRC. For more suggestions, contact the Teaching Resource Center.

PROBLEM SOLVING

Small Group Discussions: Have students discuss a key point from today's material in groups of two to five. Ask them a question that requires analysis, evaluation, or synthesis, and see what kind of responses you get.

STUDENT-GENERATED QUESTIONS

Write a Question: Simply ask students to write down one or two questions about the material. Before providing the answer yourself , ask other students to attempt it. You could learn a lot about what they know (and don't know).

Exam Questions: Alone or in small groups, have students write their own exam questions. Select a few to read to the whole class, and critique the questions. If you collect all the questions at the end of class, you might generate some new material for your next test.

QUICKIE ASSESSMENTS

Student Evaluation of Course: Ask them to write down the muddiest point from today's class. Collect and analyze. Or, discover what you're doing well, perhaps by asking them to point out one thing you are doing that is promoting a helpful learning environment in the classroom. Their responses can be quite helpful.

Student Self-Evaluation: Ask students to rate their own performance. Do they read the assignments on time, come to class regularly, think carefully about the material, and generally take an active role in their own learning?

GENERATING IDEAS

Graphic Representations: Ask students to concoct a non-narrative account of some key issue or concept. Asking them literally to draw the "big picture" can lead to some interesting results.

Truth Statements: Ask students to write down two or three things they know to be true about some aspect of the day's material. Use the responses to examine assumptions and level of knowledge.

Perhaps the best indicator of the value of change-ups is what the students have to say about them. In my own lecture class this past spring I instituted change-ups to good effect. No one complained that they constituted an improper use of class time. Here are some of their comments about change-ups culled from end-of-semester evaluations:

Great teaching aids: the change-ups are a terrific idea, almost addictive.

The change-ups were very helpful in keeping people from losing concentration.

The change-ups are very interesting, and help provide perspective to the class.

The change-ups accommodated students, because they recognized that we become restless easily and quickly.

The change-up in the middle of the class often provided food for thought.

I enjoyed the creativity of the change-ups.

The change-ups are GREAT! All classes should have them.

The change-ups midway through class made a HUGE difference. I can't stress this enough. I loved the way they utilized the different senses to help us learn.

Inquiry-based Learning

2008-10-21T10:54:00.000-07:00

From: "What is Inquiry-Based Learning?" From Constructivism as a Paradigm for Teaching and Learning. Concept to Classroom web site, http://www.wnet.org/wnetschool/concept2class/month6/

Unfortunately, our traditional educational system has worked in a way that discourages the natural process of inquiry. Students become less prone to ask questions as they move through the grade levels. In traditional schools, students learn not to ask too many questions, instead to listen and repeat the expected answers. Some of the discouragement of our natural inquiry process may come from a lack of understanding about the deeper nature of inquiry-based learning. There is even a tendency to view it as "fluff" learning. Effective inquiry is more than just asking questions. A complex process is involved when individuals attempt to convert information and data into useful knowledge. Useful application of inquiry learning involves several factors: a context for questions, a framework for questions, a focus for questions, and different levels of questions. Well-designed inquiry learning produces knowledge formation that can be widely applied.

The inquiry approach is more focused on using and learning content as a means to develop information-processing and problem-solving skills. The system is more student centered, with the teacher as a facilitator of learning. There is more emphasis on "how we come to know" and less on "what we know." Students are more involved in the construction of knowledge through active involvement. The more interested and engaged students are by a subject or project, the easier it will be for them to construct in-depth knowledge of it. Learning becomes almost effortless when something fascinates students and reflects their interests and goals.

The Teacher as an Organizer

2008-10-20T10:54:00.000-07:00

From: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/organize.htm

Introduction

Teaching may best be defined as the organization of learning. So the problem of successful teaching is to organize learning for authentic results. Teaching may be thought of as the establishment of a situation in which it is hoped and believed that effective learning will take place. This situation is complicated and made up of many parts.

1. There must be a learner, or more usually a group of learners.

2. There must be facilities; a stated place and time for meeting, and books and other printed materials for learning.

3. There must be an orderly and understood procedure (routine and regular, or highly varied) for presenting, discussing and evaluating.

4. There must be some way of grading so that the teacher and more importantly the pupil, will know how the learning is coming along.

5. There must be an organizer who brings these parts into a whole -- in other words, the teacher.
Teaching is the organization of learning. Thus it follows that a teacher is essentially an organizer. The task of any organizer is to enable a group and the individuals in it to function effectively together for the achievement of a common purpose. This is precisely your proper role as a teacher.

Characteristics of a Teacher as an Organizer

1. A good organizer is not an autocrat. He or she does not make all the decisions or try to tell everybody in detail what to do and how and when to do it.

2. A good organizer, however, does not simply behave like any other member of the group, without any special rights, privileges, or powers. The group needs positive leadership in order to function effectively, clarify its purpose and achieve its desired results.

3. A good organizer helps the group and the individuals in it to discover, to formulate, and to clarify their own purposes. He or she will not merely tell the learners that they must learn and do this and do that.

4. A good organizer delegates and distributes responsibility as widely as possible. He or she will try to educate the group to manage its own affairs just as far as it can. With an immature and inexperienced group a good organizer will function to a considerable extent as a director, because he must function this way for the class to get anywhere. As the class learns how to work together, and as individuals in it learn to steer their own course, the function of the organizer merges more and more into guidance.

5. A good organizer encourages and values initiative. But the initiative is not just drifting and getting off the path. It is initiative that is always within in the framework of the purpose of the class.

6. A good organizer builds on strengths rather that emphasizing weakness. He or she goes on the constant assumption that everyone is capable of some achievement, some contribution, even though that achievement may be very modest, and perhaps very different from what the organizer expected or intended.

7. A good organizer fosters self-criticism and self-evaluation within the group. As leader, as director, as guide, the organizer must often take it upon himself or herself to reveal to the group where they have succeeded and where they have failed. However, he must develop the ability to hold a mirror up to the group do they can see and judge their own accomplishments and failings.

8. A good organizer maintains control, because without control and as controller, and constantly strives to develop within the class its own self-control in terms of its common purpose.

These are some of the operating characteristics of any good organizer. They are the operating characteristics of a first-rate teacher. A teacher organizes learning. Thus, a teacher's work is different in many important specific and detailed respects from the work of a factory manager, the head of a business department, or the administrator of a school system. But the teacher, like any other organizer, works primarily with people, and his task and responsibility are to create situations in which people can do their best and achieve their best.

Good Teaching: The Top Ten Requirements

2008-10-17T10:54:00.000-07:00

From: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/topten.htm

By Richard Leblanc

1. Good teaching is as much about passion as it is about reason. It's about not only motivating students to learn, but teaching them how to learn, and doing so in a manner that is relevant, meaningful, and memorable. It's about caring for your craft, having a passion for it, and conveying that passion to everyone, most importantly to your students.

2. Good teaching is about substance and treating students as consumers of knowledge. It's about doing your best to keep on top of your field, reading sources, inside and outside of your areas of expertise, and being at the leading edge as often as possible. But knowledge is not confined to scholarly journals. Good teaching is also about bridging the gap between theory and practice. It's about leaving the ivory tower and immersing oneself in the field, talking to, consulting with, and assisting practitioners, and liaisoning with their communities.

3. Good teaching is about listening, questioning, being responsive, and remembering that each student and class is different. It's about eliciting responses and developing the oral communication skills of the quiet students. It's about pushing students to excel; at the same time, it's about being human, respecting others, and being professional at all times.

4. Good teaching is about not always having a fixed agenda and being rigid, but being flexible, fluid, experimenting, and having the confidence to react and adjust to changing circumstances. It's about getting only 10 percent of what you wanted to do in a class done and still feeling good. It's about deviating from the course syllabus or lecture schedule easily when there is more and better learning elsewhere. Good teaching is about the creative balance between being an authoritarian dictator on the one hand and a pushover on the other.

5. Good teaching is also about style. Should good teaching be entertaining? You bet! Does this mean that it lacks in substance? Not a chance! Effective teaching is not about being locked with both hands glued to a podium or having your eyes fixated on a slide projector while you drone on. Good teachers work the room and every student in it. They realize that they are the conductors and the class is the orchestra. All students play different instruments and at varying proficiencies.

6. This is very important -- good teaching is about humor. It's about being self-deprecating and not taking yourself too seriously. It's often about making innocuous jokes, mostly at your own expense, so that the ice breaks and students learn in a more relaxed atmosphere where you, like them, are human with your own share of faults and shortcomings.

7. Good teaching is about caring, nurturing, and developing minds and talents. It's about devoting time, often invisible, to every student. It's also about the thankless hours of grading, designing or redesigning courses, and preparing materials to still further enhance instruction.

8. Good teaching is supported by strong and visionary leadership, and very tangible institutional support -- resources, personnel, and funds. Good teaching is continually reinforced by an overarching vision that transcends the entire organization -- from full professors to part-time instructors -- and is reflected in what is said, but more importantly by what is done.

9. Good teaching is about mentoring between senior and junior faculty, teamwork, and being recognized and promoted by one's peers. Effective teaching should also be rewarded, and poor teaching needs to be remediated through training and development programs.

10. At the end of the day, good teaching is about having fun, experiencing pleasure and intrinsic rewards ... like locking eyes with a student in the back row and seeing the synapses and neurons connecting, thoughts being formed, the person becoming better, and a smile cracking across a face as learning all of a sudden happens. Good teachers practice their craft not for the money or because they have to, but because they truly enjoy it and because they want to. Good teachers couldn't imagine doing anything else.

Seven Body Language Mistakes

2008-10-16T10:54:00.000-07:00

From: http://www.positivityblog.com/index.php/2008/09/17/do-you-make-these-7-body-language-mistakes/

When you talk you aren’t just communicating with your words.

In fact, you are communicating with your whole body.

According to research done by Albert Mehrabian, currently Professor Emeritus of psychology at UCLA, words are only 7 percent of your communication.

The rest is your voice tonality (38 percent) and your body language at 55 percent.

These numbers may vary depending upon the topic, situation and how something is communicated (for instance, talking over the phone is obviously different from talking face to face) but body language is still a very important part of communication.

Three good reasons to improve your body language:

Improve your communication skills. If you improve your body language you can get your thoughts across in a more effective way. You can create a connection to another person more easily. When using more powerful and appropriately balanced body language your communication skills become better and more focused.

Emotions are linked to your body language. Emotions work backwards too. If you feel good you’ll smile. If you force yourself to smile you’ll feel good too. If you feel tired or down you might sit slumped down. If you sit slumped down you’ll feel more tired and negative. Just try to sit straight up for 5 minutes and feel the difference in energy from half-lying in your chair.

Increase your attractiveness. It’s not what you say, it’s how you say it. A better posture and a more enthusiastic and focused body language will make anyone more attractive. And not just in a sexual way but also when talking to new friends or in job interviews and business meetings.

These 7 common body language mistakes is a mix of deeper things that control our body language. And a few tips where you manually correct and stop reinforcing certain old habits.

1. Not keeping your emotions and focus in the right place.

It seems to me like the biggest part of your body language is how you feel. When you feel open, positive and confident that will come through in your body language. You’ll smile and laugh more and gesture confidently and openly.

So to improve your body language in a consistent way in your day to day life the major part consists of improving your life. For example to sleep enough, to eat right, to work out and to get the things you want to get done handled. When you live the life you want to live, when are going about your daily life being your “best self” then you tend to feel good or great. And that comes through in your body language.

As expected, no quick fixes will solve your problem. They can help though.

You can for instance change how you feel temporarily and then build on that feeling by acting as you would like to feel. Once example would be to take kind actions towards someone even though you might feel envious. And then build on that kind feeling your kind action generates. Here are few more ways to quickly change how you feel and a few tips on how to turn a bad day around to a good one.

2. Becoming too self-conscious.

To keep your feelings, thoughts and body language in the right place or to make a change you need to monitor yourself. However, over-doing it will quickly turn your ambitions into feeling self-conscious and nervous. If your inner dialogue goes ”Am I doing it right? Am I sitting right? Am I walking too slow? Or too fast?” then you are feeling worried and anxious. That comes through in your body language.

So you need to learn to check your feelings/thoughts or the part of your body language you want to change once in a while. And learn to not let this desire to change spiral out of control into babbling thought patterns in your head that just go around and around and make you feel bad. More on this in the next section.

3. Taking yourself or life too seriously.

Generally, taking yourself or things too seriously isn’t a great idea for several reasons. It can cause you to get offended and angry or resentful for the smallest negative thing someone says or does. It can make it hard for you to let things go and instead you let them fester. It can make tasks a whole lot harder to get done as you might see everyday life as a bitter struggle. It can help you reinforce and strengthen victim thinking.

This isn’t good for your interactions. And it isn’t good for your body language as your negative feelings will come through to others.

It’s also not a helpful attitude to have if you want to change your body language as it can make you take this challenge all too seriously. That can cause you to get upset with yourself when you make a mistake. And make you think so much about the challenge that your thoughts get stuck in self-conscious loops.

A few tips for adopting a lighter attitude towards yourself and life are to not identify so much with your thoughts and emotions, to realize that you are not you ego and to develop an abundance mentality. You can read more about those three suggestions in Lighten Up!.

4. Moving too fast and fidgety.

If you move too fast you can feel stressed. The stress can then reinforce how fast you move. Or make you more fidgety. Moving fast and fidgeting around can make people around you feel stressed, nervous, distracted and uncomfortable.

Shaking your leg while seated or tapping your fingers against the table rapidly are two fidgety habits. Touching your face a lot is another one.

Instead of fidgeting with your hands and scratching your face you can use them to communicate what you are trying to say. Use your hands to describe something or to add weight to a point you are trying to make. But don’t use them to much or it might become distracting. And don’t let your hands flail around, use them with some control.

If you have a tick or feel fidgety then learning to relax more can help you out. You can, for instance, become more relaxed by just moving slower. This will also make you seem more calm and confident.

Or you can weed out your habit of touching your face simply by keeping it in mind and avoiding it. There might also be larger issues in your life that you need to resolve to decrease or remove your bad habit.

You can find 36 tips for decreasing stress in your life in this article.

5. Not keeping your posture in mind.

From time to time that is. You shouldn’t make mistake #2 and getting obsessed with it. Sitting or standing up straight in a relaxed manner with your head up has a few benefits:

It creates positive emotions such as alertness and feeling focused.

It can help you with first impressions as it makes you seem more interesting/attractive.

It can sometimes help you avoid pain in your back, shoulders etc.

6. Closing up.

Being open and conveying that you are open is one of the most important parts of communication. If you start to close up or walk into an interaction closed up then it will be hard to establish a genuine connection. If you feel a bit wary and closed up inside then it will not only stop you from being open. It will also keep you from relaxing, smiling and laughing and having fun.

A few common ways to close up is to:

Cross your arms and/or legs. You have probably already heard you shouldn’t cross your arms as it might make you seem defensive or guarded. This goes for your legs too. Keep your arms and legs open. Taking up space by for example sitting or standing with your legs apart a bit signals self-confidence and that you are comfortable in your own skin.

Not keeping eye contact. If there are several people you are talking to, give them all some eye contact to create a better connection and see if they are listening. Keeping too much eye-contact might creep people out. Giving no eye-contact might make you seem insecure. If you are not used to keeping eye-contact it might feel a little hard or scary in the beginning but keep working on it and you’ll get used to it.

Hold your drink at your chest. Don’t hold your drink in front of your chest. In fact, don’t hold anything in front of your heart as it will make you seem guarded and distant. Lower it and hold it beside your leg instead.
Closing up often comes from feeling nervous or insecure. You may in some way perceive the people you are meeting as a threat.

Perhaps you’re afraid that they will mock you, not like you or that you will make a fool of yourself in some way. A few tips to a shake these thoughts and feelings out of yourself is to:

Belly breathe. This is one of my favourite tips to make myself feel more relaxed and calm in just a minute or two. Read about it here.

Assume rapport. Just before a meeting, you just think that you’ll be meeting a good friend. Then you’ll naturally slip into a more comfortable, confident and enjoyable emotional state and frame of mind.

This also helps you and the other people to set a good frame for the interaction. A frame is always set at the start of an interaction. It might be a nervous and stiff frame, a formal and let’s-get-to-the-point kind of frame or perhaps a super relaxed one. The thing is that the frame that is set in the beginning of the conversation is often one that may stay on for a while. First impressions last. With some practise - to remove inner resistance towards this idea and get you to feel more like you know what you’re doing – you may become pretty surprised at how effective assuming rapport is. I was.
Experiment. Have a look at a few more ways to handle nervousness. And a few tips for putting a stop to anxiety. Try a few of them plus the ones above to find which one(s) fit you the best.

7. Holding yourself back.

So, let’s say you know most of the things above already. It isn’t exactly rocket science. So why are you still not using those tips - or tips from somewhere else - to change and experiment with how you communicate?

One big reason may be that you are holding yourself back.

You may hold yourself back from becoming more expressive over all or, for instance, with your hands. Or you may hold yourself back completely from taking up more space or making more eye-contact.

Holding yourself back may be because of a few different reasons. The most common one is probably the one already described in the previous mistake: a fear of what others may think, say or do.

Yes, people may react negatively. And yes, you might exaggerate your body language a bit too much at first by for instance sitting with your legs almost ridiculously far apart.

However, people aren’t looking at you as much as you may think. They are like you. They have their own stuff to think and worry about. If you experiment with your body language, then sure, you might seem a little strange sometimes. But most of the time people will probably not even notice that you have changed something. They aren’t standing around watching your every move all day long.

Also, keep in mind that if you for example are normally not that expressive then what might feel weird to you isn’t necessarily that weird to others. It’s just you comparing the old way to the new way in your own head. It’s just you getting used to being more expressive.

If you change your body language for the better, most people will only react in a more positive way towards you. Because as mentioned in mistake #1, how you live your life and how you feel comes through in your body language. And if you feel great then that comes through. And emotions are contagious. So now, people you interact with feel better too. And just about everyone wants to feel positive emotions.

So, yeah, you may look like fool a few times if want to change. But that’s OK. It’s a lot better than going around all of your life and holding yourself back. And if you don’t take yourself and life too seriously – mistake #3 – then your fear of looking like a fool and being rejected in some way will decrease.

Suggestions for Classroom Discussions

2008-10-15T10:25:00.000-07:00

From: http://www.cat.ilstu.edu/additional/tips/cdisc.php

Sandra Metts, Department of Communication
Illinois State University

Fundamental Premise:
Although lecture can certainly be an efficient means of instruction, it often functions as an information delivery system rather than a learning experience. Engaging students in a carefully planned classroom discussion stimulates a more active role in the learning process. Learning is rooted in the experiencing of information, not in the information. Manipulating, extending, and expressing one's understanding of information is what classroom questioning and answering is all about.

Preparing for Classroom Discussion

1. The typical college student (and many college faculty members) are far more familiar with questions that assess recall of information. Evaluating and applying information can be an unfamiliar opportunity for students (and possibly instructors). Ways of evaluating the quality of an answer—other than right or wrong—require consideration of criteria. For courses such as FOI, criteria are likely to include the validity of the premise, the quality of the evidence, the relevance of the evidence to the point at hand, and the logic of the conclusion.

2. Have questions prepared beforehand. Even if a discussion leader is familiar with the material, good questions may not come to mind spontaneously during the press of classroom interaction. It is easy to get caught up in the moment and let the discussion move into less relevant areas. Prepared questions can be kept on the overhead or on the board to keep everyone on task.

3. If questions are especially challenging and/or some members of the class are reticent to speak, pass out questions prior to the discussion period. Although instructors do, occasionally, want to see how well students can think about issues "on the spur of the moment," many students are reluctant to engage in spontaneous debate. Truly controversial and complicated issues are probably best discussed after students have had time to apply the readings to specific questions.

4. If questions are especially challenging, the instructor might want to think through the options for "good" answers and the criteria by which these answers are evaluated. Thinking through possible answers should not prevent an instructor from being open to unanticipated alternatives.
5. Questions can take many forms. Four common question types include:

Memory Questions: Recall of information.

Convergent Questions: Connection known details to infer relationships among pieces of information.

Evaluative Questions: Making judgments as to the logic, reasonableness, or worth of an idea or argument. Judgments might be ethical, pragmatic, logical, etc.

Divergent Questions: Imagining new possibilities; original thinking that cannot be tested directly against known information. "What if" types of questions.

Suggestions for Facilitating Classroom Discussion

1. Use words with the vocabulary range of the students. This requires a tricky balance between teaching students new words but not intimidating students into not being able to provide an answer because they don't understand the question.

2. Pause after asking a question ("wait time"). Five seconds of silence can seem like an eternity, but students need time to process the question and construct an answer, especially when the question is convergent, evaluative, or divergent.

3. Don't answer your own question. Once students realize that the instructor will answer his or her own questions, they begin to disengage.

4. Give a question to the entire class first. If you decide to call on a specific student, say the student's name, repeat the question, and then wait for the response. For some students, hearing their name causes a brief moment of startle. They might well forget the question when the class turns their full attention in their direction.

5. Develop strategies to cope with the over-zealous student (the dominant talker) and the reticent student.

If a few students seem to dominate discussion, try asking for a raised hand to determine speaking order.

Some students seem never to speak, try putting students into small groups to discuss the questions first. Then ask each group to present their answers for a particular question, using a different speaker each time. (e.g., four questions–four group members-everyone speaks).

If a student continues to dominate or continues to remain silent, individual meetings with these students might be useful. Some dominant students may not realize how their behavior affects the classroom environment. Some reticent students may be high on Communication Apprehension and the thought of speaking up in a classroom discussion is actually painful to imagine. Talking such students through this fear can be helpful (as can providing them with the questions ahead of time).

6. Encourage lengthy responses and fully developed answers. Try follow-up questions such as "Under what circumstances?" or "How might that be accomplished?" or "Why do you believe that would be the consequence?"

Also use the discussion process to encourage more developed answers. For example, allow an abbreviated answer to stand temporarily while another student comments. Then return to the first answer and ask that student if subsequent discussion has altered, contradicted, or elaborated the original answer. This is a great way to facilitate dialogue between students. In addition, students often learn to provide more fully developed answers when they realize that their brevity has led to misinterpretation.

7. Try not to interrupt a student who is attempting to answer a question and don't allow other students to interrupt. Ethical communication involves the respectful acknowledgment (though not necessarily acceptance) of a different point of view.

8. Make the class responsible for their discussion. Instructors should facilitate, not carry or dictate, the discussion.

Encourage students to comment on the responses of classmates before summarizing or moving to another question.

Avoid repeating an answer. Let students assume the responsibility for the accuracy and audibility of their comments.

When a student asks a good question, turn it back to the class to answer. If the class answers the question, then let the answer stand and move on. Don't undercut their efforts by re-answering the question as though only you had the right answer anyway.

9. Attend to nonverbal signals indicating that a student would like to ask a question, would like to answer a question, or would like to make a comment.

10. Be aware of you own nonverbal behavior when students are asking or answering questions. The body sends very subtle messages of approval/disapproval, interest/disinterest. For example, let a student finish speaking before looking down at your notes or at the clock.

11. Be aware of the problems inherent in five typical types of classroom questions.

The Dead-end Question: Requires only a yes/no response. For example, "Can animals communicate with each other?"

The Programmed-answer Question: Doesn't necessarily require only yes or no, but does indicate in its form what the intended answer is. For example, "Many scholars say that animals can communicate with each other, but are they using signals or language?

The Chameleon Question: The question begins in what seems to be one direction and then switches to a different direction. For example, "If language requires both symbols and rules for combining those symbols, can animals have language? That is, if a chimpanzee can be taught to make the sign for banana, does it have language?"

The Fuzzy Question: A variation of the Chameleon Question that does not even contain the clarity of a directed question. For example, "what do you think about animals communicating?" Such questions might well elicit responses ranging from "Well, I like it when my dog wags his tail" to "I don't believe that animals do communicate in the sense of constructing messages in order to express their needs, act on their physical environment, and build social bonds."

The Put-down Question: A largely rhetorical question that minimizes the legitimacy of a comment or closes down addition discussion. For example, "Can we all see why Mary's solution is not feasible?" (Not only does Mary get put down, but only the boldest of students would speak up if they actually had thought that Mary's solution was pretty good). Or, "Well, Paul answered that question fully. We certainly can't add to that, can we?" In this case, Paul was not put down, but any student who might have wanted to add to the answer will have to re-open the issue at some risk.

Assign Readings to Represent a Variety of Viewpoints

2008-10-14T10:21:00.000-07:00

From: http://teaching.berkeley.edu/compendium/suggestions/file2.html

YOU WANT TO:

Discuss points of view other than your own

Contrast implications of various theories

YOU MAY WISH TO CONSIDER:

Assigning multiple readings to represent a variety of viewpoints.

"Because the most controversial issues covered in the course are ones on which the students have strong opinions but little information, I try to expose them to diametrically opposite positions or theories," says one professor of political science.

A professor of business administration adopts the same strategy. "I use the semi-socratic technique to lead the students through an analysis and critique of each theorist's position. The focus is not on opinions but the reasons behind them. Sometimes my own view is apparent, either explicitly or implicitly; other times it is not."

Limitations on Use of Suggestion:
Discipline: Subjects with opposing views
Course Level: None
Course Size: None
Mode: Lecture/Discussion

Leading Discussions

2008-10-13T10:16:00.000-07:00

From: http://www.ou.edu/pii/tips/ideas/discussions.html

Note: This handout has been assembled by Arletta Knight, based on material in:Lowman, Joseph (1995).Mastering the Techniques of Teaching, 2nd ed. San Francisco: Jossey-Bass.

I: General Principles for Leading Good Discussions

First general principle:
Use discussion for an intended purpose - not simply because there is something inherently beneficial about hearing students' voices

Second general principle:
The advantages of discussion must be weighed against what can be accomplished, given a number of realistic constraints

Rules to remember:
Most of us try to have discussion fill too much time. It may be most effective to have only 10-15 minutes, unless students are really skilled at expressing themselves.

Participation should be voluntary, not done for "credit," too hard to evaluate

Teachers must participate too - Let's see what we can discover, What are we to make of this?

Lowman believes that if teachers intend to use discussion as an integral part of the class, they should devote the first two classes to discussion in order to condition students early to respond when asked.

II. Responses to Faculty Questions about Leading Discussions

1. How do I get students to speak up?

Students need to be "emotionally" involved. To begin, they must have a common experience -via demonstration, case study, news clipping, provocative film, or intriguing reading assignment- or common personal experience.

Whatever method is used to provoke emotions, remember that emotions are fleeting, discussion must follow immediately. However, purely emotional issues have little educational value in themselves. They must be used to aid learning by enhancing students' involvement in subsequent discussion and making what is said more salient.

One method for engaging students emotionally is to ask them to argue for the position they do n endorse. That is, against their own beliefs.

Discussion need not always be a major production. Once students have become accustomed to frequent discussion, an engaging lecture will suffice to create the necessary emotional involvement.

Having students write down their reactions to the "discussion question" helps to initiate the process. "Pairing" also helps students to speak in front of the whole class. That is, ask them to work in pairs to answer a discussion question. They will feel more confident in sharing their answer if they have collaborated with another student.

2. How do I get the whole class to participate, not just a few?

Scan the classroom frequently to be sure you notice students who wish to speak. Some raise hands very tentatively. As a result, recognize those students who talk infrequently before those who always speak up.

Every student should be reinforced or treated positively for making a comment in class--even if the comment seems dead wrong. Look for, and emphasize, the parts that were insightful or creative even if you have to be "creative" to find something positive. A good response is, "Thanks for taking a stab at it."

Concentrate on "building" on student comments.

Ask students to write a response to your question on a piece of paper; then have them pass that response to a neighbor. Without looking, the neighbor is asked to pass the response to another student, that student passes it one more time. By this time, the response is totally anonymous so the originator is not threatened. Now, ask the class to share some good answers. They are more likely to share someone else's response, especially if the issue is controversial, sensitive, or requires creativity.

Remember that students who are silent are not necessarily uninvolved; one of the beauties of engaging in discussion is that the "observers" can be as involved and intellectually active as the "participants."

3. How do I "toggle" between lecturing and leading discussions?

Let students know when you have "shifted gears" to another discussion topic or back to lecturing by using a forceful voice and strong bodily movements. That is, the same kind of voice and gestures you normally use to begin a class or when lecturing.

In the middle of the lecture, ask students to guess what happens next, or ask "what might be the next point in the argument?"

When referring to a key figure, ask students to imagine this person's rationale for some of his/her actions, e.g., "What was he thinking?" "Why did she do it that way?"

4. What is the proper way to word discussion questions?

If students must work to decipher your question, they are less likely to respond to it. There is generally an inverse relationship between the number of words in an instructor's probe and the length of subsequent student comments. Asking a second or third question, or rewording before the first question has been answered is not likely to elicit productive discussion. Discussion questions should be easily understood by students, put forth decisively, and followed by silence.

Good questions to ask:

"Are you in favor of ______? Then how did you arrive at your position?"

To stimulate objective thinking rather than personal identification
What are some problems with that line of reasoning?
If we assume that the author had these two purposes, how else might she have brought the plot to resolution?

Diagnostic thinking - asking students to draw conclusions from a data set

Independent thinking - challenging students about why they concluded what they did

"As if" thinking - asking students to make predictions about future events or data

Problem-solving - asking students to propose solutions to the problems under study

5. What is the proper way to set up a discussion?

The following method for training a class to respond to well-phrased questions has been successful for a large number of college teachers:

Begin by stating your question in a relaxed and confident manner. When you finish, start counting silently to yourself: "one thousand and one, one thousand and two," and so on until you get to "one thousand and ten." Ten seconds is not a long period of silence, though it will seem like an eternity unless you mark its passage. Scan the room slowly, remaining calm and relaxed, as you count. If students are in an aroused state or you have just used the pairing technique, you will not have to wait long for the first response, but you can expect to get all the way to ten several times during a term, especially during the first few classes when your control over the class is not yet well-established.

If it seems that no response is going to come before you get to ten, begin moving slowly toward a table, chair, or wall. When you finish your count, remain calm and repeat the question in a shorter and slightly modified form--a "reprobe." If you wish, you may reduce even further the students' fear of giving a wrong answer, e.g., "Give any associations at all". As you finish the reprobe, calmly, patiently, and slowly lean or prop yourself against whatever solid object you have maneuvered near and begin your silent count once again. You can be confident that your nonverbal message--"See how comfortable I've made myself; I can wait here all day!"--will prompt students to respond. Teachers using this two-probe technique almost always see students respond before they pass "five" on their second count. Once the class has become conditioned to discuss when you ask for it, you will rarely need to use this maneuver again. However, remember that the original question must be well-phrased.

6. How can I keep the discussion "on task"?

It helps to jot down comments on the board as they are offered. Organize student comments into a mosaic of related ideas; into themes meaningful to the group as a whole. Indicate later how the different ideas illustrate the overall dimensions of the topic.

Lowman believes that the single most useful technique for controlling student discussion is the age-old practice of having students raise their hands to speak. This method lets you decide who will talk and makes it less likely that only the loudest and most assertive students will get the floor.

Controlling an overly talkative student:

Avoid looking in his/her direction when asking a question

Turn your back slightly

Scan others' faces, and wait for another student to respond.

Do not always overlook this student, sometimes call on him/her immediately. Calling on the student immediately usually gives the student the understanding of when it is appropriate to speak.

Slowly walk away from the student when he or she is talking. However, do not turn your back entirely on the student. Look around the room at the whole class as the student is speaking.

7. How can I avoid appearing to "put down" students when I am trying to challenge them?

Watch nonverbals - Merely looking away when the student is speaking or sighing slightly afterward gives the same message as if you had scowled or thrown up your hands. Establish and maintain eye contact, making positive nonverbal responses, nodding head, smiling, anything to show interest.

Students learn most from struggling with a problem or issue, so you should not propose a solution too quickly even if directly asked. It is much more productive to shape the students' ideas and withhold personal comments until the end, if not completely.

8. What is the proper way to end the discussion?

Give students warning that the discussion is about to end, e.g., "Are there any other comments before we tie these ideas together?"

Always end the discussion with a summary.

Effective Techniques of Questioning

2008-10-10T10:11:00.000-07:00

From: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/effquest.htm

Wilen, Effective Techniques of Questioning, 1986

Plan key questions to provide structure and direction to the lesson. Spontaneous questions that emerge are fine, but the overall direction of the discussion has been largely planned.

Example: a "predicting discussion" (Hyman, 1980)

1. What are the essential features and conditions of this situation?

2. Given this situation, what do you think will happen as a result of it?

3. What facts and generalization support your prediction?

4. What other things might happen as a result of this situation?

5. If the predicted situation occurs, what will happen next?

6. Based on the information and predictions before us, what are the probable consequences you now see?

7. What will lead us from the current situation to the one you predicted?

Phrase the questions clearly and specifically. Avoid vague and ambiguous questions.

Adapt questions to the level of the students' abilities

Ask questions logically and sequentially

Ask questions at various levels

Follow up on students' responses

Elicit longer, more meaningful and more frequent responses from students after an initial response by -
a. Maintaining a deliberate silence

b. Making a declarative statement

c. Making a reflective statement giving a sense of what the students said

d. Declaring perplexity over the response

e. Inviting elaboration

f. Encouraging other students to comment

Give students time to think after they are questioned (Wait Time)

The three most productive types of questions are variants of divergent thinking questions (Andrews, 1980):

1. The Playground Question
Structured by instructor's disignating a carefully chosen aspect of the material (the "playground")

"Let's see if we can make any generalizations about the play as a whole from the nature of the opening lines."

2. The Brainstorm Question
Structure is thematic

Generate as many ideas on a single topic as possible within a short period of time
"What kinds of things is Hamlet questioning - not just in his soliloquy, but throughout the play?"

3. The Focal Question
Focuses on a well articulated issue

Choose among a limited number of positions or viewpoints and support your views

"Is Ivan Illych a victim of his society or did he create his problems by his own choices?"

Multiple Intelligences

2008-10-09T10:06:00.000-07:00

From: http://www.funderstanding.com/multiple_intelligence.cfm

Definition
This theory of human intelligence, developed by psychologist Howard Gardner, suggests there are at least seven ways that people have of perceiving and understanding the world. Gardner labels each of these ways a distinct "intelligence"--in other words, a set of skills allowing individuals to find and resolve genuine problems they face.

Discussion
Gardner defines an "intelligence" as a group of abilities that:

1. Is somewhat autonomous from other human capacities

2. Has a core set of information-processing operations

3. Has a distinct history in the stages of development we each pass through

4. Has plausible roots in evolutionary history

While Gardner suggests his list of intelligences may not be exhaustive, he identifies the following seven:

1. Verbal-Linguistic--The ability to use words and language

2. Logical-Mathematical--The capacity for inductive and deductive thinking and reasoning, as well as the use of numbers and the recognition of abstract patterns

3. Visual-Spatial--The ability to visualize objects and spatial dimensions, and create internal images and pictures

4. Body-Kinesthetic--The wisdom of the body and the ability to control physical motion

5. Musical-Rhythmic--The ability to recognize tonal patterns and sounds, as well as a sensitivity to rhythms and beats

6. Interpersonal--The capacity for person-to-person communications and relationships

7. Intrapersonal--The spiritual, inner states of being, self-reflection, and awareness

How Multiple Intelligences Impact Learning

Curriculum --Traditional schooling heavily favors the verbal-linguistic and logical-mathematical intelligences. Gardner suggests a more balanced curriculum that incorporates the arts, self-awareness, communication, and physical education.

Instruction --Gardner advocates instructional methods that appeal to all the intelligences, including role playing, musical performance, cooperative learning, reflection, visualization, story telling, and so on.

Assessment --This theory calls for assessment methods that take into account the diversity of intelligences, as well as self-assessment tools that help students understand their intelligences.

Reading Comprehension Groups

2008-10-08T08:36:00.000-07:00

Thanks to John for this tip:

A reading comprehension strategy that has been proven to enhance students’ abilities to read and learn text material involves four processing skills: summarizing, questioning, clarifying, and predicting. Students are arranged in groups of four and given a section of text to read. They then complete the above four reading processes to understand and learn the text material.

Summarizing: the students condense the text into an expression in their own words that includes the main ideas/concepts and important details.

Questioning: this phase can be elaborate and involved. Students might raise questions about facts in the text as a means of review or test preparation. They may go beyond the text, however, to ask inferential questions that require outside the text knowledge to answer. Questions may involve application/synthesis thinking within the group.

Clarifying: this skill might simply involve developing a clear understanding of terms and concepts the students have just read. The clarifying process may also be directly related to answering questions raised. Clarifying asks the students to delve deeper into the material to achieve a thorough understanding.

Predicting: readers need to stop at some midway point to discuss what conclusions or what direction the text is headed. This process involves abstract or inferential thinking and requires a good understanding of the text up to the stopping point. Predicting outcomes raises students’ attention levels to learn if the prediction is correct or not.

Students can use this process individually, in pairs, or in small groups. The groups allow for specialization, each student being responsible for one of the four elements. The entire technique can be applied to development of general reading skills or, and more importantly, the development of a solid understanding of an assigned text.

http://www.readingquest.org/strat/rt

Also, the following website has a complete root word list, some 600 or so roots, that could be of value in many disciplines.

http://www.vocabulary.com

The Grind

2008-10-07T09:55:00.000-07:00

From: http://www1.indstate.edu/cirt1/facdev/tips/classparticipation/thegrind.html

As the semester moves into the “grind period”, where the responsibilities and deadlines that push teachers and students mount up, effective teachers know that long-term productivity requires steady effort. It is essential to avoid becoming overwhelmed or exhausted. This tip focuses on strategies you might recommend to your students to help maintain an energy level that can sustain their efforts during the grind part of the semester. They parallel techniques that many of us use in getting ourselves through the busy part of our schedule.

Change the Pace
One way to help ourselves and our students during a busy time is to make a shift in the nature or pace of our assignments.

Catch-up Time. Give students some class time to work on their assignments.
In a similar way, consider giving yourself some time just to get caught up. Put new ideas and projects on hold while clearing up the stack of work you currently face.

Surprise. Introduce students to some surprising aspect of your discipline. Make the purpose of the lesson be to capture their imagination and interest rather than convey new information. See if taking some time yourself to read an intriguing book or article that you have been putting off doesn't help renew your interest.

Fun Time. Have students play a game or watch a movie related to the topic of study. Ask students to role play. Provide a set of problems that requires lateral or creative thinking and encourage small group discussion.

Experiment. If you have been considering a different format for your class, this is a good time to try it out. Choose one class period and let students know what your goal is.

Pause and Think
As we respond to day-to-day events, we can lose track of our guiding principles. Take some time to remind your students and yourself what the larger picture looks like.

Prioritize. Ask students to list their top 3 priorities (for the course, their major, etc.). Have them briefly outline their plans for accomplishing them. Ask how their work in the course fits into these plans.

Reflect. Take time out to reflect. Ask students to think about the deeper lessons of your subject. How are students changing as a result of what they have learned so far?

Quality Time. Have students reflect on the quality of their work to date. Have them list 1 or 2 ways they could improve.

Dreams. Give students some time to share their dreams. Ask them to discuss the difficulties they experience in college. Have them share ideas about how to overcome these obstacles.

Relaxation. Share with students some techniques for relaxation. One minute of silence at the beginning of a work session is often a quick way to reinvigorate all participants.

Encouragement
Find ways to encourage yourself and your students over the next few weeks. Tapping another source of energy can help students through the grind.

Praise. Honest recognition for specific achievements is a great morale booster. Create a moment to congratulate the class, a work team, or individuals for good efforts.

Humor. This is a good time of the semester to bring some humor into the class. Ask some of the talent in your class to contribute. Remind them to avoid derogatory jokes.

Fun. Work can't be fun all the time, but allowing for occasional moments of levity can help re-energize work. Add some humorous overheads, use off-beat examples, or invent up-beat group work activities.

Final Comments
Maintaining an effective pace through the most grinding part of the semester is key to dealing with the potentially overwhelming pile of expectations we face. Effective teachers use a variety of strategies to cope with such demanding periods in their own lives. Equally important, they share these ideas with their students. They make students aware that the concerns they have are common and allow them to practice methods that can help them cope. The tips listed above are only some of the ways that students can re-connect, relax, and re-affirm their ultimate goals. Teaching them how to find the energy to keep working efficiently is an important lesson in learning to be a young scholar.
This Teaching Tip was first published by Indiana State University’s, Center for Teaching and Learning on November 2, 1998.

Quick Thinks

2008-10-06T09:52:00.000-07:00

From: http://www1.indstate.edu/cirt1/facdev/tips/index.html

One of the most important findings in learning psychology is that students must deliberately process information in order to retain it. No matter how well new ideas are presented, short term memory can only hold about seven items before it must either process the ideas into long term kinds of memory or lose them. In most lectures, this point is reached every 12-18 minutes.

The successful teacher creates moments that allow students to cognitively process information before it becomes overwhelming. In traditional lecture courses, this may only require two or three brief activities inserted in the middle of a talk. This week's tips offer some ideas that you might use. Of course, classes that do not rely on lectures can adapt these activities to invite critical reflection on the work students are doing.

The ideas presented below are taken from the work of Susan Johnston and Jim Cooper (CSU-Dominguez Hills). They call these activities "Quick Thinks." The CIRT will be glad to send you a copy of their article.

Select the Best Response. At the right moment in your lecture, present students with a single multiple choice question over the material just covered. Have students indicate what they believe is the correct response (usually by holding up a paper with their answer). From the range of responses, you can gauge their understanding of the material and adjust accordingly.

Correct the Error. Present students with a statement -- based on the material just covered -- that contains a deliberate error. Ask students to discover the error and correct it. As you listen to their efforts, you will learn what confusions remain. Students will begin practicing critical thinking.

Complete a Sentence. Create a sentence stem that requires using lecture material to complete accurately. Present it to the class, allowing 1-2 minutes for completion. Ask for several responses before continuing. This activity requires students to recall and interpret rather than just recognize information.

Compare or Contrast. Ask students to compare or contrast newly presented information with prior knowledge. For quick thinking, you should pose the comparison in precise terms, such as: how are the elements of this idea (just covered) like/unlike these other ones?

Support a Statement. Present students with a statement and ask them to use the information just presented to support (or dismiss) the statement. Students will need to connect the material to deeper thought processes to draw connections and inferences.

Re-Order the Steps. If your instruction includes teaching students steps of a procedure, hand out a list of steps in the wrong sequence and ask students to reorganize them. This may make a thought-provoking start to a lecture if linked to the readings.

Reach a Conclusion. Present a short problem to students drawn from data or events or opinions and give students a couple minutes to draw a conclusion that would be consistent with the material you are covering. A short discussion of various responses will model how the material is part of complex thinking.

Paraphrase the Idea. After presenting an idea, have students write down the idea in their own words (or as if they were explaining it to a friend). As you share the results of this complex re-processing of your content, your students profit from hearing it several times, and you can coach those who are still uncertain.

Final Thoughts

Quick Think activities are small but powerful tools to engage students in the kind of mental work that psychologists have shown are crucial to effective learning. There are various adaptations of each of these. Some instructors, for example, let students know that the multiple choice questions are drawn from the question pool used in exams -- capturing attention and introducing students to your testing style. Other faculty connect quick thinks with homework. Still others, have students share in pairs before gathering responses. This brings social support into the processing. By focusing Quick Thinks around the main ideas of the lesson, students learn how to discriminate ideas from details. Some samples can be found in the Johnston and Cooper's essay. Your imaginative application of the principle should help your students become more actively engaged in understanding the lessons of your classroom.

This Teaching Tip was first published by Indiana State University’s, Center for Teaching and Learning on February 9, 1998.

Personality Indexes and Learning Styles

2008-10-06T09:44:00.001-07:00

We’re all learners. And we teach others based on the ways we’re most comfortable learning ourselves. Of course how we learn is not necessarily the way that our students learn.

I used the following links for the short d2l presentation I put together for Student Success Day. However, I would encourage you to take the surveys yourselves. (You might also decide to share them with your students.)

Learning Styles Quiz
http://www.educationplanner.com/education_planner/discovering_article.asp?sponsor=2859&articleName=Learning_Styles_Quiz

Multiple Intelligences
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm

Jung Typology Test
http://www.humanmetrics.com/cgi-win/JTypes2.asp

Introductory Assignment: Personal Collage/Mask

2008-10-03T13:25:00.000-07:00

Thanks to Gary for sharing this assignment.

"I'm always looking for new ideas and approaches.... I found a variation of this assignment on-line and adapted it to my Stagecraft and Speech 1114 class. I always use it as a first assignment because it allows me to get to know the student more quickly, it seems to "bond" the class it seems to build a type of "cohesion" among the group and the students really seem to get involved---(imagine the intensity of a young child coloring with the tongue hanging out etc. being totally involved with the project and oblivious to anything going on around him/her).

On the due date, I have them get up in front of the class and explain why they did what they did. They don't really realize at the end of that class that they have given an informal speech using a visual aid."

Strategies for Engaging Students in Discussion

2008-10-02T09:41:00.000-07:00

From: http://tlt.its.psu.edu/suggestions/online_questions/strategies.html

Use students to lead
Have students synthesize the prior week's responses.

Have students generate discussion or review questions. Students can submit one question to you via e-mail or an ANGEL drop box. Select a few questions and post them to your discussion area. You could even have the students who submitted the question be the moderator for that question.

Assign a group to be the experts on a topic or section. Have them post a question for that week's discussion and lead the discussion. Toward the end of the class discussion, have the discussion leaders summarize and combine points for their classmates.

Have a student start the discussion on a topic or chapter.

Promote interaction

Have students take sides on an issue and defend their positions. Poll students in class or online on a particular question or issue. Then have students support their positions in the threaded discussion area.

Post a number of questions relating to a chapter or unit of study. Have students work in small groups on these questions. Each group will then post their final results to the discussion list.

Guide students

Use online chat to hold a review session.

Post a weekly discussion question related to course readings prior to the in-class discussion. You can use comments from the online discussion to generate in-class discussion. Students will be more prepared for the face-to-face discussion.

Place preview or review questions or concepts in the online discussion area. Have students submit a response in their own words (not a quote from the book). This allows you to see the students' level of understanding.

Have students identify what parts of the assignment are the most confusing to them.

For individual assignments, have students review postings from the discussion fourm and outline the points and themes that were discussed. Select a few good examples and post these for the class.

Post a model answer to the discussion as a conclusion to your discussion thread.

17 Elements of Good Online Courses

2008-10-01T09:33:00.000-07:00

From: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/online/web-elem.htm

Introduction
The criteria of good online courses are those of the author based on the author's experience in web course development, writing, and research. In view of the facts that there are many types of online courses, many disciplines with very different "modi operandi," many very different online audiences, and always the possibility of different but equally respectable approaches to teaching, not every criterium will always apply. The criteria are intended to provide only a general guideline.

The Elements

1. An introduction to the course should be online continuously. People possibly interested in the course should be able to access an overview of it before enrolling and verify its location on the web. It also enables them to communicate with the instructor before enrolling -- about course content, computer skills requirements, prerequisites, etc. A course syllabus should be part of the introduction.

2. Training in accessing and navigating the course should be available. Students often put off obtaining e-mail accounts as long as they can, avoid getting basic computer operation help until the class is underway, plan to purchase a computer and then find they cannot afford one when the time comes, or presume they can access the Internet if they simply have access to a computer. Early communication with students is imperative, and pre-course basic training in how to navigate the course, use e-mail, and participate in class discussions is strongly advised.

3. A course syllabus should be presented no later than at the first class. Especially for students who have never before taken an online course and for whom the participation and and other requirements may be untypical, they need to know just as early as possible what to expect. The syllabus should show at least the following:
a. number and title of the course,
b. instructor's name and e-mail address,
c. instructor's office and (if available) home page location,
d. instructor's in-person office hours and phone number,
e. course start date, length of the course, and expected time involvement of students,
f. textbook(s) and other materials needed for the course,
g. an outline of the course format and a clear description or exercise in the use of navigational aids used in the course,
h. a concise description of the course content,
i. an evaluation plan and exam and project schedule,
j. an explanation of the forms of student participation and instructor expectations regarding participation, and
k. a list of all students in the class and a description of means for students to communicate online with both the entire class and with individual classmates.

4. Online material should be attractive. This is different than simply clear text and well organized material. It should be graphically appealing. Researchers at the University of British Columbia rated 127 online courses according to 43 criteria. They found that how a course looks can be just as important as the lessons themselves.

5. There should be a wealth of links to other sites on the Internet. Links should also be provided to anecdotal pages and other parts of the course. The course should be as dynamic as possible (as opposed to strictly linear, or lock step).

6. Mechanically the course should be fully functional. All links should work, images should pop in as designed, and classes should appear on line as scheduled. Especially if the course has been offered online previously, the mechanics should be thoroughly checked as each page is reloaded. Links that work, for example, suggest that course material is up-to-date and the instructor has prepared adequately for this class.

7. Material presented on the web should be compatible with the course type. If chalkboard work, slides, and other visuals would be important in a classroom version of the course, web materials should include a lot of graphic images. If field trips would be important in a classroom course, online video, required outside video viewing, or individual camcorded field trips should be included. If construction projects would be involved in a classroom, at-home projects should be included. Problem-solving, small group discussion, research, and other common classroom activities all have equivalent or better online counterparts.

8. Material should be presented in such a way that it is compatible with a number of learning styles. Visual learners benefit most from charts, maps, filmstrips, notes and flashcards. Auditory learners benefit most from tapes, videos, lectures, notes, and recitation. Tactile learners benefit most from writing repetition, construction and display projects, note taking, analogy, and study sheets. Consider all three styles when designing course material and activities. To learn more about them, see "How People Learn" at Teaching Tips in the Faculty Guidebook at this site.

9. Material should be presented logically, but students should be able to move around in class at ease. Navigational aids to discussion forums, classmate e-mail links, references, and the instructor should be nearby at all times.

10. Students should be able to readily and easily communicate with the instructor online. Some degree of immediacy is required. Students should not need to wait a day or more to have questions answered. An advantage of online instruction is its flexibility. Rather than simply slowing down the question-response process that in a classroom is immediate, it should be possible for students to ask questions and receive responses outside of instructor office hours and as immediately as convenient to everyone involved.

11. Students should be able to "speak" to the class as a whole in "threaded discussions" where e-mail messages are organized by topic. Chat sessions might also be used, but they should be used only in addition to threaded discussions. A very important advantage of online instruction is the opportunity it affords students to "attend" classes at times that their different schedules allow. Requiring them to participate at tightly scheduled times eliminates this advantage.

12. Keep it interesting. Avoid too much text without a break, vary activities, and keep it light and fun. Incorporate a lot of color (as we tried to do at this Faculty Development site), small animations, video clips, sound, etc. Refer to individual students by name, use more contractions (it's, we'll, they're) than in formal writing, (again) include links to other sites, brief personal experiences, lighthearted comments, and interesting anecdotes. Remember, however, that students cannot see you, so what you think is lighthearted may not seem so online unless you somehow make it clear. Look for and use online substitutes for body language. Involve students in the actual presentation of at least some of the material.

13. Use good English. Mistakes in writing are more prominent online than in speaking. Course material should look professional and the instructor should look educated and responsible. The online course should look well planned, and text should look proofread. It should be an example of the quality expected in the students' own work.

14. Pages should load quickly. If online text for a class is lengthy, it should be presented on separate pages linked together so that each page loads in a reasonably short time. Graphic images should be kept small in both graphical and file size. Scanned photos can often be cropped to eliminate unimportant backgrounds and peripheral elements. GIF format is preferred over JPG format. Page banners should be kept simple and shallow. When a number of link buttons is given, often a single image with hotspots is best. Animations must be kept very small. Video clips should be linked rather than embedded.

15. Outside experts should be involved when appropriate. Trade association representatives, the textbook author(s), local and international writers and critics, government officials, other college and university instructors, and many other outside resource people are often very willing to participate online with students,

16. Special attention should be given to testing design and procedures. Without classroom controls that are easy to maintain, tests should be designed specifically to ensure evaluation integrity. Online instructors should realize that giving an online test is equivalent to giving a classroom test where the instructor is not present and where students can use all notes and other materials, consult with each other, and seek help from experts and students who have previously taken the course. Online true-false, multiple choice, simple answer, matching, and other common objective-type tests should not be given online unless they are self-check or practice tests and not graded. Discussion, comparison, interpretation and other types of online tests may be given with great care and short completion time requirements. Proctored exams that account for a major portion of students' grades are preferred. For distant students, tests can usually be sent to instructors or testing center professionals at other colleges located close to the students.

Although many students will take tests and write papers as instructed and as intended, instructors should not trust that students will do that. Studies show that even in classrooms where students are separated, supervised, etc., 40% to 90% of students are likely to cheat on tests (Boyer, E.L., Campus Life: In Search of Community, 1990). There are also dozens of online cheat sites, and of course online students are more likely to use them than are classroom students. One site, http://www.schoolsucks.com/, receives about 40,000 hits a day, and our own students are assuredly included in that number. Online tests and straightforward "research" papers that make it easy for students to cheat are a disservice to the students who take advantage of them and to the college and university system. Just as importantly, they can seriously work against honest students whose grades may be effectively lowered.

17. Attention should be paid to when classes go on line and how long they remain there. An advantage of online courses is the flexibility afforded students to attend at times when their schedules allow. Some students will attend during the daytime, others at night, and still others on weekends. This accommodation should be built into every online course. Some students will also need to spend more time than others "in" class. Some students will go slow and benefit from the online form as a result. Others will speed through classes and benefit from not being hampered by slower-paced students. However, it is probably best to not allow students to proceed at any pace whatsoever, even if the course is competency based. Some students will go slow because they really need to, but others will simply procrastinate, fall far behind, and possibly drop the course because of a lack of adequate discipline in the course. At the same time, the speedier students may be inclined to discuss with the class material that most of the students have not yet gotten to. The best discussions, team work, and involvement occur when the class is roughly together in the course. So the window of opportunity for attending classes should be given serious thought. On average, a two-week window of opportunity might be best. Classes may go on line when scheduled and remain on line for two weeks to accommodate the slower students, those who cannot attend as scheduled, those who are sick or for other reasons must occasionally miss classes at scheduled times, etc., with the speedier students being afforded more in-depth or higher-level material to satisfy their interest or temperament levels.