დამხმარე მასალები

ვაშინგტონის უნივერსიტეტი

Web-based resources on course design, instructional planning, and teaching strategies. See also Writing Resources and the "Teaching Tips" topic area in the Bibliography section.

Academic Integrity

Creating a Culture of Academic Integrity

Case-based Teaching

Guidelines for Case Writing

Collaboration and Cooperative Learning

Some Suggestions for Forming Groups

Large Classes

Large Classes: Limiting the Chaos

კალიფორნიის უნივერსიტეტი

University of California, Berkeley Barbara Gross Davis

Tools for Teaching, Davis, B.G., Jossey-Bass; San Francisco, 1993.

A compendium of classroom-tested strategies and suggestions designed to improve the teaching practices of all college instructors, including beginning, mid-career, and senior faculty members. The book describes 49 teaching tools that cover both traditional practical tasks--writing a course syllabus, delivering an effective lecture--as well as newer, broader concerns such as responding to diversity on campus and coping with budget constraints.

Available at the UCB campus library | call # LB2331 .D37

NEW! The entire book is also available online as part of netLibrary (accessible only through computers connected to the UC Berkeley campus network).

Please note that some of the chapters below have been modified from the original version.

[Tools for Teaching by Barbara Gross Davis; Jossey-Bass Publishers: San Francisco, 1993. Chapters may not be copied or reprinted without permission.]

Table of contents

    Getting Underway

  • Preparing or Revising a Course
  • The Course Syllabus
  • The First Day of Class

    • Responding to a Diverse Student Body

  • Academic Accommodations for Students with Disabilities
  • Diversity and Complexity in the Classroom: Considerations of Race, Ethnicity, and Gender
  • Reentry Students
  • Teaching Academically Diverse Students

    • Discussion Strategies

  • Leading a Discussion
  • Encouraging Student Participation in Discussion
  • Asking Questions
  • Fielding Students' Questions

    • Lecture Strategies

  • Preparing to Teach the Large Lecture Course
  • Delivering a Lecture
  • Explaining Clearly
  • Personalizing the Large Lecture Class
  • Supplements and Alternatives to Lecturing: Encouraging Student Participation
  • Maintaining Instructional Quality with Limited Resources

    • Collaborative and Experiential Strategies

  • Collaborative Learning: Group Work and Study Teams
  • Role Playing and Case Studies
  • Field Work

    • Enhancing Students Learning and Motivation

  • Helping Students Learn
  • Learning Styles and Preferences
  • Motivating Students

    • Writing Skills and Homework Assignments

  • Helping Students Write Better in All Courses
  • Designing Effective Writing Assignments
  • Evaluating Students' Written Work
  • Homework: Problem Sets

    • Testing and Grading

  • Quizzes, Tests, and Exams
  • Allaying Students' Anxieties About Tests
  • Multiple-Choice and Matching Tests
  • Short-Answer and Essay Tests
  • Grading Practices
  • Calculating and Assigning Grades
  • Preventing Academic Dishonesty

    • Instructional Media and Technology

  • Chalkboards
  • Flipcharts
  • Transparencies and Overhead Projectors
  • Slides
  • Films and Videotapes
  • Computers and Multimedia

    • Evaluation to Improve Teaching

  • Fast Feedback
  • Watching Yourself on Videotape
  • Self-Evaluation and the Teaching Dossier

    • Teaching Outside the Classroom

  • Holding Office Hours
  • Academic Advising and Mentoring Undergraduates
  • Guiding, Training, and Supervising Graduate Student Instructors

    • Finishing Up

  • The Last Days of Class
  • Student Rating Forms
  • Writing Letters of Recommendation
სწავლების რჩევები UCSC-გან
  • Strategies for Increasing Active Learning in Lecture Courses
  • Designing a Course
  • Course Design Workbook (word doc., 88kb)
  • Getting More out of Classroom Discussion
  • Using Informal Student Feedback
  • 10 Ideas for Starting the Quarter
  • Writing a Syllabus
  • More Active Learning Techniques
  • Using Small Groups in Class
  • Classroom Civility
  • Writing a Statement of Teaching Philosophy
  • Resources for Teaching Large Classes
სასწავლო რჩევები
Tips for Discussion Sections
  • Effective Questioning Enhances Student Learning
  • Wait - Time
  • Ten Suggestions for Teaching Problem Solving
  • Encouraging Participation in the Classroom
  • When Students Haven't Done the Reading
  • Acknowledging Responses and Dignifying Errors
  • Dramatic Ideas for the Classroom
  • Discussion Sections
  • Strategies to Enhance Learning
  • Cooperative Learning Groups
  • Redirecting Questions
  • Making Discussions and Lectures More Interesting
  • 10 Ways to Start Discussion
Tips for Lab Sections
  • Lab Sections and the TA (TA Handbook)
  • Ten Suggestions for Teaching Problem Solving
  • Acknowledging Responses and Dignifying Errors
  • Wait - Time
  • Redirecting Questions
Tips for International TAs
  • Strategies for Non-Native English Speaking TAs (TA Handbook)
  • Useful Phrases for Classroom Communication (International TA Handbook)
Special Issues
  • Recommendations for First Time TAs
  • TA-ing Large Classes
  • Lecturing and the TA (TA Handbook)
  • Re-Entry Students and the TA
  • Foreign Language Classes and the TA (TA Handbook)
  • TAs as Writing Teachers (TA Handbook)
  • Grading Rubrics
  • Motivating Your Students
  • Asking Probing Questions
  • How to Help Students Remember and Understand
  • Thinking is Driven by Questions
  • Checking for Student Understanding
  • How to Use Examples Effectively
  • Developing Strong TA/Supervisor Relationships (University of Minnesota)
Discipline-Specific Issues
  • Physics Labs and Experiments (Washington State University in St. Louis)
  • Teaching Statistics Using Small-Group Cooperative Learning by Joan Garfield (Journal of Statistics Education)

სტენდფორდის უნივერსიტეტი

Tips for Designing Effective Writing Assignments

Blooms Taxonomy of Educational Objectives

Designing Problem Sets

Tips for Discussion Leading

Characteristics of Effective Listening

Asking Effective Questions

Tips on Effective Teaching

Facilitating Small Groups: Elements of a Teaching Plan

How to Get Students Talking in Class

Getting and Using Course Feedback

Great Beginnings: Things to do early on in your course

Guidelines for Teaching

Tips for Integrating Lecture and Section

Tips for Designing Poster Presentations

Sample Small Group Exercises

Teaching Portfolios

Grading Papers in the Humanities

აიოვას სწავლების ცენტრი

Assessment

Classroom Assessment Techniques

Evaluations and Assessments (Carnegie Mellon University)

PLUS/DELTA Classroom Assessment Technique

Guidelines for Student Outcomes Assessment

Resources for Outcomes Assessment (North Carolina State University)

Student Assessment of Learning Gains (University of Wisconsin)

A Mid-term Formative Evaluation (Virtual Classroom visit)

Mid-Term Course Evaluations (University of North Carolina – Chapel Hill)

Mid-semester Evaluations (University of California – Berkeley)

  • Standard mid-semester evaluation
  • Sample mid-semester evaluations from around campus
  • Responding to mid-semester evaluations

Using Midterm Evaluations (from Tomorrow's Professor Listserv)

Teaching Tips

Searchable CELT Tips Archive (On Jan. 27, 2005, some links will be temporarily broken, but will be fixed very soon.)

A Huge Collection of Teaching Tips (Honolulu Community College)

Techniques & Strategies for Teaching and Learning

  • Getting the Most from Student-Faculty Interviews
  • First Day of Class
  • 101 Ideas for a Great Start
  • Top 15 suggestions for the first week of class (55 KB PDF)
  • The First Day of Class (The Ohio State University)
  • The First Day of Class — A Day of Missed Opportunities? (UNC at Chapel Hill)
  • In-Class Discussions
  • Leading Classroom Discussions (25 KB PDF file)
  • Suggestions for Leading Small-Group Discussions
  • Specific Approaches and Techniques
  • Collaborative Learning (National Institute for Science Education)
  • Determining Prior Knowledge: What Students Know and Believe
  • Learning Communities
  • Problem-Based Learning (Univ. of Delaware)
  • Service-Learning
  • Team-Based Learning (University of Oklahoma)
  • Case Study Teaching in Science (University at Buffalo)
  • Teaching Large Classes
  • Instructors Share Ideas
  • Physics Education Research Group
  • Penn State Large Class FAQ (The Pennsylvania State University)
  • Seven Principles for Good Practice in Undergraduate Education
  • Seven Principles for Good Practice in Undergraduate Education (76 KB PDF)
  • Implementing the Seven Principles: Technology as Lever (Arthur W. Chickering and Stephen C. Ehrmann)
  • Plagiarism and Academic Dishonesty
  • Detecting and Deterring Plagiarism (Parks Library)
  • "Downloadable" Term Papers: What's a Prof to Do? (University of Iowa)
  • Center for Academic Integrity (Duke University)
  • Understanding Plagiarism (Indiana University Bloomington)
  • Bloom's taxonomy and higher level thinking skills
  • Bloom's Revised Taxonomy (San Diego State University)
  • Bloom et al.'s Taxonomy of the Cognitive Domain (Dr. William G. Huitt, Valdosta State University)
  • Learning Domains or Bloom's Taxonomy (Don Clark)
  • Task Oriented Question Construction Wheel Based on Bloom's Taxonomy (St. Edwards University)

კორნელის უნივერსიტეტი

Cornell University Teaching Evaluation Handbook

არიზონას სწავლება

Arizona State University

Teaching Tips

  • Motivating the Student
  • Make Lectures More Interesting
  • Creating Enthusiasm
  • Have a Dramatic Classroom
  • Learning by Doing

Apply Memory

Keep Students’ Attention in Lectures

Tips on Testing