Inspired College Teaching

Author: Maryellen Weimer
Publisher: John Wiley & Sons
ISBN: 0470602414
Format: PDF, Docs
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Praise for Inspired College Teaching "The thoughtfulness, personalization, and consideration Maryellen Weimer demonstrates in discussing the experience of faculty members; her ability to identify issues that are shared and solvable; and her suggestions and solutions to commonly experienced stressors and difficulties in college teaching are major strengths of this volume. In addition, her personal and professional reflections on her long career as a faculty member, writer, and faculty developer expose tantalizing research questions that young education researchers might want to examine. The originality of this volume is its exploration of and reflection on a faculty member's career from a long-term perspective. The focus on iterative self and course renewal is personal and thus practical. In a way, it is a 'workshop between book covers' or perhaps several workshops!" — Laura L. B. Border, director, Graduate Teacher Program and Collaborative Preparing Future Faculty Network, University of Colorado at Boulder "A book by Maryellen Weimer always displays her wonderful grasp of the literature on college teaching and learning, her ability to tell good stories, and her wit and wisdom. This one is no exception." —Nancy Van Note Chism, professor, Indiana University School of Education, Indiana University-Purdue University Indianapolis "Although I work at a faculty teaching center and encounter many books on teaching, I have seen very few that span the full arc of the teaching career and what steps can be taken at each stage in order to retain vitality all the way through the way that this book does. I look forward to getting my own copy and using it as a resource in the faculty development activities of my center. It will have a wide readership." —Mano Singham, University Center for Innovation in Teaching and Education, Case Western Reserve University

The Learner Centered Curriculum

Author: Roxanne Cullen
Publisher: John Wiley & Sons
ISBN: 1118171020
Format: PDF, ePub, Docs
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Praise for The Learner-Centered Curriculum "Cullen, Harris, and Hill provide a clear and practical framework for addressing the root of the problems of today's universities. The authors provide a lucid, actionable, and evidence-based prescription for building an integrated learning system to replace the hodgepodge of miscellany that we have inherited. They illustrate the kind of conversations and transformations that could raise the value of and change the prospects for higher education."—John Tagg, author, The Learning Paradigm College "This book offers a powerful, realistic, and much-needed plan for changing how learning happens in higher education. Anyone concerned about improving teaching and students' learning needs to read this book!"—Terry Doyle, author, Helping Students Learn in a Learner-Centered Environment "To help achieve the imperative to make our universities more learner-centered, the authors focus on curriculum redesign and offer a solid theoretical approach combined with applied skills that institutional leaders and faculty can use to attain their goals. Shared governance, autonomous learning, assessment, technology, and physical space are among the elements discussed in this excellent book that universities will need to consider when developing a new curriculum that is more learner-centered."—Jolene Koester, president, California State University, Northridge "Cullen, Harris, and Hill provide a thought-provoking resource with the compelling advantages and frameworks to create twenty-first-century student-centered, knowledge-centered, assessment-centered, and community-centered curriculum. This is a must-read for faculty and administrators committed to transforming their curriculum in order to educate better prepared graduates."—Deborah L. Ford, chancellor, University of Wisconsin-Parkside "This is the book that I have been looking for. Written by three leaders who have done the heavy lifting of leading real change, it's a book for every academic leader who understands that innovation is essential to the future of higher education."—Earl H. Potter, III, president, St. Cloud State University

Inspiring Teaching

Author: Sharon Feiman-Nemser
Publisher: Harvard Education Press
ISBN: 9781612507255
Format: PDF, ePub
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Inspiring Teaching lays the groundwork for a customizable grow-your-own teacher-training program. It emphasizes teacher preparation and strategies they can use to meet increasingly diverse classroom populations.

Learner Centered Teaching

Author: Maryellen Weimer
Publisher: John Wiley & Sons
ISBN: 1118416163
Format: PDF
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Praise for Maryellen Weimer's Inspired College Teaching "The thoughtfulness, personalization, and consideration Maryellen Weimer demonstrates in discussing the experience of faculty members, her ability to identify issues that are shared and solvable, and her suggestions and solutions to commonly experienced stressors and difficulties in college teaching are major strengths of this volume. . . . In a way, it is a 'workshop between book covers'—or perhaps several workshops!" —Laura L. B. Border, director, Graduate Teacher Program and Collaborative Preparing Future Faculty Network, University of Colorado at Boulder "A book by Maryellen Weimer always displays her wonderful grasp of the literature on college teaching and learning, her ability to tell good stories, and her wit and wisdom. This one is no exception." —Nancy Van Note Chism, professor, Indiana University School of Education, Indiana University-Purdue University Indianapolis Praise for Enhancing Scholarly Work on Teaching and Learning "In her characteristically research-based, direct, and practical style, Maryellen Weimer provides a much-needed guide, critique, and road map of the scholarship of teaching and learning. Weimer's new book will be of use to teachers, researchers, and administrators alike and nicely complements her Learner-Centered Teaching and Classroom Research, by Cross and Steadman." —Thomas A. Angelo, director, University Teaching Development Centre, Victoria University of Wellington, New Zealand "Yet again, Maryellen Weimer has made a perfectly timed contribution to the pursuit of excellence in teaching and learning. Enhancing Scholarly Work on Teaching and Learning does indeed shed clarifying light on the exciting new emphasis on scholarly approaches to teaching. In her distinctively conversational and clear style, Dr. Weimer maps out the nature of pedagogical literature—how to read it and how to contribute to it. . . . This book is the perfect next step in the journey to understand the benefits of scholarly teaching." —Gary Poole, director, Centre for Teaching and Academic Growth; founding director, Institute for the Scholarship of Teaching and Learning, University of British Columbia

Grading Strategies for the College Classroom

Author: Maryellen Weimer Ph. D.
Publisher: Magna Publications Incorporated
ISBN: 9780912150024
Format: PDF, ePub, Mobi
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Grading Strategies for the College Classroom provides insights into managing the supremely complicated task of assigning a simple letter to a semester's work. It's a must-read for any faculty member seeking to understand how to use assessment not just to measure performance but also to enhance it, and it delivers some of the most current, innovative ideas for meeting that challenge. It presents new: Thinking about what grades should measure Ideas for developing robust assessment tools Strategies for encouraging students to pursue knowledge instead of grades Ways to ensure that assessments gauge performance and inspire effort A collection of more than 30 articles written by a score of highly accomplished college classroom veterans, Grading Strategies for the College Classroom was edited by Maryellen Weimer, Ph.D., author, editor of The Teaching Professor newsletter, and award-winning professor emerita of teaching and learning at Penn State Berks. The book's articles, first published in The Teaching Professor, address four critical aspects of the assessment process: grading exams, assessing papers, gauging participation, and engaging students in meaningful conversations about grades. Grading Exams The authors present creative solutions for the challenges of grading exams. Articles cover: Alternatives to final exams, including reflective exercises and concept-mapping projects Research showing why cumulative exams may be a better teaching tool than unit exams How-tos for designing, administering, and managing security concerns for online exams Policies that reduce test anxiety and mitigate morale problems Grading Papers This material is equally innovative when it comes to the challenges of assigning and assessing papers. Articles present a wealth of high-impact ideas, including: A unique carrot-and-stick method to encourage students to create drafts of papers Ten practical tips for successfully managing the paper-grading burden A manageable process-driven approach to grading that can be a lifesaver, particularly for new faculty A critical reexamination of the value of rubrics in grading papers Best and worst practices in grading papers Classroom Participation Chapter three focuses on a perennial ambiguous grading area, classroom participation, providing insight into how student perceptions of participation can differ from those of faculty and how to reconcile the two. The authors share strategies for: Creating a participation rubric Helping students appreciate the difference between mere attendance and participation Assessing and grading online participation Reconciling rubrics with student self-assessments Talking with Students about Grades The book's final section addresses the difficult subject of managing expectations and conversations about students' grades. This process begins on the first day of class and continues past the final exam. Topics include how to: Answer the question "What will we be graded on?" Handle the "I deserve a better grade on this" conversation Involve students in determining assignment weights and how this impacts performance Deal with students' growing sense of entitlement The learning "story" that takes place over the course of a semester is rich, complex, and unique to each student. The details of how an individual progresses (or does not) over the term, what skills are developed, and what knowledge is retained could fill a book. And yet in the end, professors are asked to tell the story not in a book, on a page, over a paragraph, or even in a sentence, but in a single letter. Small wonder grading is such a persistent challenge for both new and veteran faculty. The foreword is by Barbara E. Walvoord, Ph.D., professor emerita of the University of Notre Dame and author of several classic books on higher ed assessment and grading, including Effective Grading: A Tool for Learning and Assessmen"

Intentional and Targeted Teaching

Author: Douglas Fisher
Publisher: ASCD
ISBN: 1416621148
Format: PDF, Docs
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What is FIT Teaching? What is a FIT Teacher? The Framework for Intentional and Targeted Teaching®—or FIT Teaching®—is a research-based, field-tested, and experience-honed process that captures the essentials of the best educational environments. In contrast to restrictive pedagogical prescriptions or formulas, FIT Teaching empowers teachers to adapt the most effective planning, instructional, and assessment practices to their particular context in order to move their students’ learning from where it is now to where it should be. To be a FIT Teacher is to make a heroic commitment to learning—not just to the learning of every student in the classroom, but to the professional learning necessary to grow, inspire, and lead. This book introduces the powerful FIT Teaching Tool, which harnesses the FIT Teaching approach and presents a detailed continuum of growth and leadership. It’s a close-up look at what intentional and targeting teaching is and what successful teachers do to * Plan with purpose * Cultivate a learning climate * Instruct with intention * Assess with a system * Impact student learning Designed to foster discussion among educators about what they are doing in the classroom, the FIT Teaching Tool can be used by teachers for self-assessment; by teacher peers for collegial feedback in professional learning communities; by instructional coaches to focus on the skills teachers need both onstage and off; and by school leaders to highlight their teachers’ strengths and value. Join authors Douglas Fisher, Nancy Frey, and Stefani Arzonetti Hite for an examination of what makes great teachers great, and see how educators at all grade levels and all levels of experience are taking intentional steps toward enhanced professional practice.

What the Best College Teachers Do

Author: Ken Bain
Publisher: Harvard University Press
ISBN: 0674065549
Format: PDF, Kindle
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Winner of the Virginia and Warren Stone Prize awarded annually by Harvard University Press for an outstanding book on education and society What makes a great teacher great? Who are the professors students remember long after graduation? This book, the conclusion of a fifteen-year study of nearly one hundred college teachers in a wide variety of fields and universities, offers valuable answers for all educators. The short answer is—it's not what teachers do, it's what they understand. Lesson plans and lecture notes matter less than the special way teachers comprehend the subject and value human learning. Whether historians or physicists, in El Paso or St. Paul, the best teachers know their subjects inside and out—but they also know how to engage and challenge students and to provoke impassioned responses. Most of all, they believe two things fervently: that teaching matters and that students can learn.

The Teacher Writer

Author: Christine M. Dawson
Publisher: Teachers College Press
ISBN: 0807758000
Format: PDF, Docs
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The Teacher-Writer shows how teachers can pursue and sustain personally and professionally worthwhile writing practices, even amidst the many demands associated with teaching. It meets teachers wherever they are--as novice teachers just beginning to pursue writing, as teachers emerging from a professional development experience, or as accomplished writers seeking to further their craft. Chapter by chapter, the book provides strategies to help teachers get started on projects, build energy for writing, overcome obstacles of limited time, create support systems using online technologies, and develop coherence across their writing lives. The text includes useful writing group routines, questions for framing collaborative inquiry, methods for adapting writing communities to online settings, and rich examples of conversations and texts shared in actual teacher writing group meetings.

Why We Teach Now

Author: Sonia Nieto
Publisher: Teachers College Press
ISBN: 0807773611
Format: PDF, Docs
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Why We Teach Now dares to challenge current notions of what it means to be a “highly qualified teacher” á la No Child Left Behind, and demonstrates the depth of commitment and care teachers bring to their work with students, families, and communities. This sequel to Nieto’s popular book, Why We Teach, features powerful stories of classroom teachers from across the country as they give witness to their hopes and struggles to teach our nation’s children. Why We Teach Now offers us the voices of teachers like 42-year veteran Mary Ginley, who wonders, “Why would anyone with any brains and imagination ever want to be a teacher?” Who then answers her own question affirmatively, “It’s because somehow, even today, even with all the insanity, all the rules, all the poorly designed textbooks, all the directives to teach to the test, there are kids out there who need good teachers.” At a time when politicians, policymakers, and philanthropists are quick to denigrate teachers’ work and arrogantly speak for the profession,Why We Teach Now offers teachers the room and respect to speak for themselves. Once again, Nietogives teachers and those who care about education the inspiration and energy to embrace their role as advocates—a role that is vital not only for the well-being of students but also for the future of the profession and our nation. Praise for Why We Teach: “These pieces reveal the passion and hope that keep people in the classroom. Inspiration and information, Why We Teach raises our understanding of the dedication that fuels people's commitment to this profession.” —Rethinking Schools “This collection of essays written by teachers from across the country demonstrates exactly why there is hope for our public schools. Their words reveal why--in spite of bureaucracy and low pay—they continue to teach. This book should be required reading for college students planning to enter the profession. Teachers already in the classroom, whether for five years or twenty-five, will be encouraged and inspired.” —VOYA