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Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom
Bean, John C.
Jossey-Bass, San Francisco, CA
1996
From the Publisher
A practical nuts and bolts guide for teachers from any discipline who want to design interest-provoking writing and critical thinking activities and incorporate them into their courses in a way that encourages inquiry, exploration, discussion and debate.
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Using Active Learning in College Classrooms: A Range of Options for Faculty
Sutherland, Tracey and Charles Bonwell
Jossey-Bass, San Francisco, CA
1996
From the Publisher
In this volume the authors take a second look at the use of active learning in higher education. The chapters describe the concept of the active learning continuum and tie various practical examples of active learning to that concept. They illustrate how important it is to consider context in the design of active learning to get maximum benefit. This is the 67th issue of the journal New Directions for Teaching and Learning.
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"Student Involvement: Active Learning in Large Classes"
Frederick, Peter J.
in Teaching Large Classes Well (San Francisco:Jossey-Bass, 1987), 45-69
1987
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"Risky Business: Making Active Learning a Reality"
Bonwell, Charles C.
Teaching Excellence 4, no. 3 (1992)
1992
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"When the Personal Becomes Problematic: The Ethics of Using Experiential Teaching Methods"
Grauerholz, Elizabeth, and Stacey Copenhaver
Teaching Sociology 22, no. 10 (1994): 319-327
1994
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"Navigating the Bumpy Road to Student-Centered Instruction"
Felder, Richard, and Rebecca Brent
College Teaching 44, no. 2 (1996): 43-47
1996
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"What To Do When You Stop Lecturing"
Black, Karen A.
Journal of Chemical Education 70, no. 2 (1993): 140-144
1993
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"Lessons From the Learning Classroom"
Noel, Terry W.
Journal of Management Education 28, no. 2 (2004): 188-206
2004
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Engaging Large Classes: Strategies and Techniques for College Faculty
Stanley, Christine A. and M. Erin Porter, editors
Anker Publishing, Bolton, MA
2002
From the Publisher
Large classes are a fact of life in higher education. With 100 or more students in fixed seating, how does a faculty member structure the class to promote student learning? How does one manage the logistics of such a class? Are there alternatives to the lecture format? Are there actually advantages to the large class? Engaging Large Classes addresses these and many other questions.
Experienced teachers of large classes...
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Using Simulations to Promote Learning in Higher Education: An Introduction
Hertel, John P. and Barbara J. Millis
Stylus, Sterling, VA
2002
From the Publisher
Simulations create and use a complete environment within which students can interact to apply theory and practice skills to real-world issues related to their discipline. Simulations constitute a powerful tool for learning. They allow teachers simultaneously to integrate multiple teaching objectives in a single process. They motivate students, provide opportunities for active participation to promote deep learning, develop interactive...
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"Role Plays and Congruence: Some Suggested Teaching Principles"
Goldman, Barry
Conflict Management in Higher Education Report 1, no. 3 (2000)
2000
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Active Learning
Cameron, Beverly J.
Society for Teaching and Learning in Higher Education, Halifax, NS
1999
From the Publisher
In this guide Beverly Cameron deals with one of the most important and challenging issues in university teaching: how to make learning a more active process. Based on many years experience as a teacher and educational developer, Dr. Cameron offers a wealth of practical strategies for promoting active learning and shows how such methods can promote critical thinking and reflection.
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Leaving the Lectern: Cooperative Learning and the Critical First Days of Students Working in Groups
McManus, Dean A.
Anker Publishing, Bolton, MA
2005
From the Publisher
This book records the story of how one professor at a research university used a form of active learning to change the way he taught from traditional lecture and examinations to cooperative learning and student projects.
Drawn from teaching notes, conversations with students, student evaluations, and annual reports, readers will learn the kinds of risks, assumptions, and decisions they will face as they change their...
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Teaching With Site Visits
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Thinking: the Foundation of Critical and Creative Learning in the Classroom
Boostrom, Robert
Teachers College Press, New York, NY
2005
From the Publisher
What might a school that wholeheartedly values thinking look like? How can we encourage students to be active learners instead of passive recipients of knowledge? In this engaging book, Boostrom invites readers to think about the ways in which the practice of teaching unintentionally promotes nonthinking.
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So You Want to Use Role-Play? A New Approach in How to Plan
Bolton, Gavin and Dorothy Heathcote
Trentham Books, Staffordshire, UK
1999
From the Publisher
Role-play has escaped from the drama studio and established itself as one of the most effective learning techniques in language, literature, history, geography and other curriculum subjects. It is also a crucial component of most management and human relationship training.
Few teachers have the expertise to maximize the potential of role-play. In this accessible volume the authors demonstrate through numerous examples,...
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Learner-Centered Teaching: Five Key Changes to Practice
Weimer, Maryellen
Jossey-Bass, San Francisco, CA
2002
From the Publisher
In this much needed resource, Maryellen Weimer-one of the nation's most highly regarded authorities on effective college teaching-offers a comprehensive work on the topic of learner-centered teaching in the college and university classroom. As the author explains, learner-centered teaching focuses attention on what the student is learning, how the student is learning, the conditions under which the student is learning, whether...
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Learning Together: Keeping Teachers and Students Actively Involved in Learning by Writing Across the Curriculum: A Sourcebook of Ideas and Writing Exercises
Panitz, Theodore
New Forums Press, Stillwater, OK
2001
From the Publisher
Keeping Teachers and Students Actively Involved by Writing Across the Curriculum -- Writing is an evolutionary process whereby the author revises his/her ideas, values and approaches, not just a mechanical act of placing words in a correct sequence with appropriate grammar. It is intensely personal and interactive with the subject matter, whether in the form of a brief One-Minute Paper at the end of class, a five-minute summary...
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Teacher Teams That Get Results: 61 Strategies for Sustaining and Renewing Professional Learning Communities
Gregory, Gayle H. and Kuzmich, Lin
Corwin Press, A SAGE Publications Company, Thousand Oaks, CA
2007
From the Publisher
Successful professional learning communities achieve their positive results through team efforts, and each strategy in this illustrated collection of team and group process skills offers readers ready-to-use tools for success. Best-selling authors Gayle Gregory and Lin Kuzmich focus on the where, what, why, how, and when to use each strategy in order to deepen understanding, solve real problems, plan steps for transfer, develop...
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Promoting Active Learning: Strategies for the College Classroom
Meyers, Chet and Thomas B. Jones
Jossey-Bass Publishers, San Francisco
1993
From the Publisher
Gives an abundance of practical advice on how active learning techniques can be used by teachers across the disciplines. Using real-life examples, the authors discuss how various small-group exercises, simulations, and case studies can be blAnded with the technological and human resources available outside the classroom. The book is engagingly written for all classroom teachers.
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The Kolb Team Learning Experience: Improving Team Effectiveness Through Structured Learning Experiences
From the Publisher
The Kolb Team Learning Experience (TLE) will guide a team through a cycle of learning - providing the team with opportunities to experience, reflect and do. Each module provides the team with:
* an introduction to an important team-related concept
* an opportunity to reflect on what the concept means for them as an individual team member
* time to discuss what it means for them as a team
* the...
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Developing Learner-Centered Teaching: A Practical Guide for Faculty
Blumberg, Phyllis
Jossey-Bass, A Wiley Imprint, San Francisco
2009
From the Publisher
Developing Learner-Centered Teaching offers a step-by-step plan for transforming any course from teacher-centered to the more engaging learner-centered model. Filled with self-assessments and worksheets that are based on each of the five practices identified in Maryellen Weimers Learner-Centered Teaching, this groundbreaking book gives instructors, faculty developers, and instructional designers a practical and effective resource...
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The Handbook of Practice and Research in Study Abroad: Higher Education and the Quest for Global Citizenship
Ross Lewin, ed.
Routledge, Taylor & Francis Group, New York
2009
From The Publisher
If we are all becoming global citizens, what then are our civic responsibilities? Colleges and universities across the United States have responded to this question by making the development of global citizens part of their core mission. A key strategy for realizing this goal is study abroad. After all, there may be no better way for students to acquire the knowledge, skills, and attitudes required to become effective change-agents...
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