General
Video
series - Faculty discuss how they use a variety of instructional
techniques including classroom clickers, mastery quizzes, guided
discovery using case studies, in-class writing activities, and many
more. Although this series was constructed for psychology instructors,
many topics apply to any discipline.
Video
series - Award-winning teachers at Stanford discuss a variety
of teaching topics. iTunes required.
What
good teachers say about teaching - Reflections from teaching
award winners at Berkeley
Teaching
handbook - very extensive document with lots of good advice
on designing a class that motivates learning, matching teaching
methods to objectives, measuring and evaluating student learning,
collecting feedback to improve teaching and learning, teaching to
learn, and more - from The Schreyer Institute for Teaching Excellence
at Penn State University
"Seven
principles for good practice in undergraduate education"
- frequently-cited article that describes principles distilled from
the research on teaching and learning
"Implementing
the seven principles: Technology as lever" - suggestions
for using technology to leverage these principles
Collection
of ideas for using technology to leverage seven principles
Active
Learning and Engagement
INTRODUCTION:
Making active learning work - a good, detailed tutorial - from
the Center for Teaching and Learning at the Univ. of Minnesota
What
is active learning? - from the Center for Excellence in Teaching
and Learning at the University of California, Davis
"Learning
by doing"
"Active
learning: Creating excitement in the classroom" - another
good overview from Charles Bonwell and James Eison
Overcoming
obstacles to more student-centered instruction
- good article describing a number of obstacles and strategies to
overcome them
"Basic
instructor habits to keep students engaged" - by Carl Wieman
Promoting
active learning - 29 specific techniques and strategies
EXAMPLE:
Two-minute pause in the lecture - from the Center for Teaching
Development at UC-San Diego
Active
learning resources - quite a few here
Engaging
students in large classes - an experienced teachers describes
how she engages her students to be active learners - from the Center
for Research on Learning and Teaching at the University of Michigan
Using
technology and collaboration to engage students - an experienced
teacher "discusses how he revised a course to increase student
motivation and engagement using project-based learning and technology
tools, such as blogs and wikis." - from the Center for Research
on Learning and Teaching at the University of Michigan
"Top
ten strategies to integrate social justice into the classroom"
- from the Center for Teaching and Faculty Development at San Francisco
State University
Giving
Lectures
INTRODUCTION:
"Effective lecturing" - good
introduction and overview - IDEA Paper 46 - from The IDEA Center
EXAMPLES: Sample
lectures from award-winning teachers at Berkeley - Some include
commentary about the class design.
Designing
smart lectures - a good, detailed tutorial -- includes some
video examples - from the Center for Teaching and Learning at the
Univ. of Minnesota
Lecturing
effectively - some good suggestions from the Handbook on instruction
from Florida State University
Tips
on effective teaching (particularly lecturing) - This is a good
checklist to review as you examine your lecturing or discussion-leading
- from the Center for Teaching and Learning at Stanford University.
Interactive
lectures - "This module on Interactive Lectures has strategies
and specific examples of activities to involve students in large
and small lecture-based classes." - from the Science Education
Resource Center at Carleton College
Nine
things students complain about on evaluations in lecture courses
- a good list to be aware of - from the Office of Educational Development
at Berkeley
Tips
on lecturing - from Tools of Teaching by Barbara Gross
Davis
Including
"change-ups" in lectures - To recapture or maintain
student attention, it is often necessary to intersperse lecture
with active engagement in some way.
Twenty
ways to make lectures more participatory - from the Derek Bok
Center for Teaching and Learning, Harvard University
Using
cues, questions, and advance organizers
What
is and how to create good advance organizers - from The Northeast
Texas Network Consortium Coordinating Office
Case-based
Teaching
INTRODUCTION:
Using cases in teaching - good, detailed overview of the process
- from Information Technology Services at Penn State University
Teaching
using case studies - another good overview - from the UK Centre
for Materials Education
Resources
for case writing - from The Schreyer Institute for Teaching
Excellence at Penn State University
EXAMPLES:
Case Study Teaching in Science - a tremendous resource with
many well-constructed cases, articles on teaching through cases,
and more - from the National Center for Case Study Teaching in Science
"Using
case studies to teach science" - from the American Institute
of Biological Sciences
Problem-based
Learning (PBL)
INTRODUCTION:
Problem-based learning - from the PBL
Network at the Illinois Math and Science Academy - also find
a nice summary of
the common steps of PBL, sample problems/scenarios/tutorials,
and articles
on PBL.
Brief
overview of PBL - from the Maricopa Center for Learning and
Instruction
Resources
on PBL - The Center for Teaching, Learning and Scholarship at
Samford University provides an excellent overview of PBL, a good
description of the process of implementing it, and a large collection
of course examples (portfolios).
Problem-based
case learning - a variation on problem-based learning using
cases - includes a thorough description of the process as well as
videos of PBCL at work
Video example
- This 24-minute video uses a couple problem examples to take you
through the process of using problem-based learning, including video
of students working on a problem. It provides a very detailed illustration
of how PBL can work.
EXAMPLES:
The Institute for Transforming Undergraduate Education at the University
of Delaware provides some sample syllabi and problems for PBL. If
you register for free for the PBL Clearinghouse at this site you
get access to a much larger number of examples across many disciplines.
Fostering
Discussion
General
INTRODUCTION:
"Effective classroom discussions" - a good overview
of the purposes, processes, and roles of classroom discussion
- IDEA Paper 49 - from The IDEA Center
"Facilitating
discussion: A brief guide" - an excellent and rather
detailed set of suggestions for encouraging participation, creating
rapport, using small groups and more - from the John S. Knight
Institute for Writing in the Disciplines at Cornell University
Effective
discussion questions - from the Center for Teaching and Learning
at Stanford Univ.
"Getting
more out of classroom discussion" - from the Center for
Teaching & Learning at UC-Santa Cruz
Increasing
student participation
Increasing
student participation - some suggestions - from The Teaching
Center at Washington University in St. Louis
Increasing
student participation - more suggestions
"Encouraging
student participation in discussion" - a good set of
strategies - from Tools of Teaching by Barbara Gross Davis
How
to get students to talk in class - from the Center for Teaching
and Learning at Stanford University
Getting
shy students to participate - a few ideas - from the Office
of Educational Development at Berkeley
Specific
methods/suggestions
Student-led
discussion groups - from The Schreyer Institute for Teaching
Excellence at Penn State University
Feedback
discussions - a technique to foster the development of discussion
skills - "Divide the class into two groups. One group will
be part of an inside circle having a discussion and the other
half will be taking notes on group dynamics and the quality of
the discussion. The inside group will be given a designated number
of questions to discuss on a particular topic. (At the midpoint
in the class the groups will switch roles.) The instructor takes
his/her place in the outside circle and should not interfere unless
absolutely necessary." - from the Teaching and Learning Center
at the Univ. of Oregon
"Answering
and asking questions" - some good suggestions - IDEA
Paper 31 - from The IDEA Center
Asking
and answering questions - suggestions for asking good questions
and responding to student questions - from the Office of Educational
Development at Berkeley
"Asking
more effective questions" - contrasts convergent and
divergent questions as well as high-level and low-level questioning
to provide a lot of good suggestions - from William McComas
and Linda Abraham
Responding
to wrong or not-very-good answers
Using
debates - an example of a format to promote debate and reflection
on it - from the Office of Educational Development at Berkeley
Some
more suggestions for fostering discussion/participation -
from the Center for Teaching Excellence at the Univ. of Maryland
Some
more suggestions for fostering discussion - from the Center
for Instructional Development and Research at the Univ. of Washington
"Engaging
students in discussion online" - from the Center for
Instructional Development and Research at the Univ. of Washington
EXAMPLE:
Two-minute pause in the lecture - from the Center for Teaching
Development at UC-San Diego
Fostering
Deep Learning
INTRODUCTION:
"Promoting deep learning" - IDEA Paper 47 - from The
IDEA Center
Fostering
Writing
Writing
for learning - good essay by Peter Elbow describing types of
writing and ways to respond to student writing
"Strategies
to improve student writing" - IDEA Paper 48 - from The
IDEA Center
Developing
writing assignments
"Checklist
for designing writing assignments"
"Suggestions
for designing effective formal writing assignments"
Evaluating
writing assignments
"Ten
tips for evaluating student writing"
Responding
to student writing - some advice
Fostering
Thinking
Identifying
similarities and differences - good research-based advice on
how and why to encourage students to recognize similarities and
differences - from Northwest Regional Educational Laboratory
"Helping
your students develop critical thinking skills" - IDEA
Paper 37 - from The IDEA Center
Nonlinguistic
representation - Research finds that students learn best when
learning through both linguistic and nonlinguistic representations,
such as images, auditory input, movement, and graphic organizers
(see concept mapping below).
Concept
mapping
Good
overview and step-by-step guide - from Michael Zeilik, University
of New Mexico
Concept
mapping - another description of how concept mapping can be
used to foster interconnections of concepts, this time in mathematics
Concept mapping - the why and how of concept (mind) mapping
- from Karen Rohrbauck Stout, Western Washington University -
includes a particularly good idea on using silent mapping to promote
discussion
Why
and how of concept maps - a good, detailed article on the
theoretical underpinnings of concept maps as well as an extensive
description of many ways concept maps can be used for instruction
More
readings on concept mapping
Concept
maps as assessment tools - good article
Concept
maps as formative assessments - "At the beginning of
an Introductory Meteorology unit on Moisture in the Atmosphere
the instructor passes out copies of a concept
map to her students. The major concepts are identified, but
detail is missing. As the unit progresses the instructor asks
students to add to the original concept map. For example the students
could add:
* the types of reservoirs that occur on land
* different types of precipitation
* additional mechanisms such as transpiration
As
the unit progresses the students continue to see the major concepts
repeatedly, and the instructor can track student understandings
of the relationships of parts to the whole (or misconceptions)
as they arise by collecting and reviewing the concept maps."
Examples
of use of concept mapping for instruction and assessment
NCC
Faculty: Jon Mueller: Social Psychology - In the past, I
(Jon Mueller) asked my students to graphically describe the
relationship between eight or more concepts in relation to some
theme. For example, in the first concept map assignment students
drew a map describing the relationship between three social
motives (social comparison, consistency and control) and related
concepts (e.g., relative deprivation, insufficient justification,
reactance, unrealistic optimism) we discussed as they connect
to an event of their choosing. On my essay tests I ask short
questions that require students to connect two or three concepts
together. But the map allows me to see them connect significantly
more concepts in a more complex manner. In Fall 2002 when I
first assigned concept maps the students struggled with the
first map because they (and I) did not quite know what they
should be doing. In Spring 2003 I shared a couple maps from
the Fall, and I received a much better collection of maps. The
first map was completed in pairs; some of the remaining maps
were completed individually and others in pairs.
Concept
map rubric
Concept
Map Assignment 1
Concept
Map Assignment 2
Concept
Map Assignment 3
Concept
Map Assignment 4
Concept
Map Assignment 5
Geoscience
courses
Software
for concept mapping
Teaching
with analogies
Teaching-with-analogy
model - description of how to teach with analogies, with a
few examples - from The Sourcebook for Teaching Science
Fostering
Reading
Teaching
critical reading - from the Graduate Student Instructor Teaching
and Resource Center at Berkeley
Getting
students to read
Getting
students to prepare/read for class
"Getting
students to read: 14 tips" - IDEA Paper 40 - from The
IDEA Center
"Using
textbooks effectively; getting students to read them"
- an essay from Denise Boyd
Considering
ways to increase reading of text by students - Becky Clemente
points to this good resource: "Some of you may find that
the information in this blog post titled 'An Exemplar of Pedagogical
Scholarship Takes on Student Reading' and the original research
article causes you to consider other ways to create authentic
approaches to having your students read assigned text. A brief
excerpt may increase your curiosity...'Hoeft surveyed 124 students
in two sections of a required first-year seminar course at the
small Midwestern two-year liberal arts university where she teaches.
She had four objectives in mind. She wanted to know how many students
were doing the reading and if those who said they were could demonstrate
a basic understanding of the material. She also wanted to compile
a list of reasons why students said they did and did not do the
readings, and she thought students might have ideas as to what
might motivate more of them to complete the assigned readings.
Forty-six percent
of these students said they were doing the reading. That's a higher
percentage than reported in several other studies cited in the
article, but still not the percentage any of us would hope for
and the next finding is even more distressing. To ascertain whether
students had a basic understanding of the reading, Hoeft asked
them to paraphrase the assignment in three sentences being as
explicit as possible. Only 55% of those who reported doing the
reading were able to provide a summary. Hoeft wondered if students
said they were doing the reading when they weren't because they
thought that's what the professor expected, or were their reading
comprehension skills were really this dismal.' Hoeft, M. E. (2012).
Why
university students don't read: What professors can do to increase
compliance. International Journal for the Scholarship of
Teaching and Learning, 6 (2)."
Service
Learning
101
ideas for combining service and learning - from Western New
Mexico University
Just-In-Time-Teaching (JITT)
Giving
and Getting Feedback
Giving
feedback TO students
Providing
feedback to students - from the Office of Educational Development
at Berkeley
Providing
feedback - good research-based advice from Northwest Regional
Educational Laboratory
Getting
and using feedback FROM students
A
variety of strategies
- for collecting and using feedback from students - from the Center
for Teaching and Learning at Stanford University
The
"muddiest point" technique - Find out what your students
are most confused about at the end of a class, and use their responses
in a variety of ways - from the Center for Instructional Innovation
& Assessment at Western Washington University
Focused
listing activity
- To see if students were able to identify the main ideas from that
day's class
Student
self-assessment for improvement - Students can take the accompanying
assessment of their approaches to and attitudes about learning,
and then reflect on the results to gain insight into their strengths
and weaknesses. From the On Course Workshop.
Sample
mid-term evaluation questions - to collect feedback from students
- another example
- both from the Office of Educational Development at Berkeley
EXAMPLE:
Using student blogs to provide feedback on writing
Groups
and Collaborative/Cooperative Learning
INTRODUCTION:
Cooperative learning - good overview from the Cooperative Learning
Institute and Interactive Book Company
Active/Cooperative
Learning Site - detailed descriptions and examples of preparing,
planning, implementing, and assessing cooperative learning - from
Arizona State University
Collaborative
Learning - lots of good information and techniques for collaborative
learning - from the National Institute for Science Education
Designing
effective group activities - article by Michaelsen, Fink, and
Knight
"Enhancing
learning -- and more -- through cooperative learning" -
good overview of cooperative learning and good advice - IDEA Paper
38 - from the IDEA Center
"Cooperative
learning: Students working in small group" - another good
overview and specific suggestions
"Effective
strategies for cooperative learning" - good article by
Richard Felder and Rebecca Brent
Sample
of small group activities for learning - from
the Center for Teaching and Learning at Stanford University
The
Jigsaw Classroom - lots of resources here - "Here is how
it works: The students in a history class, for example, are divided
into small groups of five or six students each. Suppose their task
is to learn about World War II. In one jigsaw group, Sara is responsible
for researching Hitler's rise to power in pre-war Germany. Another
member of the group, Steven, is assigned to cover concentration
camps; Pedro is assigned Britain's role in the war; Melody is to
research the contribution of the Soviet Union; Tyrone will handle
Japan's entry into the war; Clara will read about the development
of the atom bomb. Eventually each student will come back to her
or his jigsaw group and will try to present a well-organized report
to the group. The situation is specifically structured so that the
only access any member has to the other five assignments is by listening
closely to the report of the person reciting."
Working
in groups - advice for faculty and students - from the Derek
Bok Center at Harvard University
Using
groups in classes - essay by Barbara Gross Davis
"Commonly
asked questions about teaching collaborative activities"
- from The Schreyer Institute for Teaching Excellence at Penn State
University
"Using
small groups effectively" - brief essay with suggestions
- from the Center for Instruction, Research and Technology at Indiana
State University
Strategies
for good group work - from Barbara Gross Davis
"Changing
a course from lecture format to cooperative learning" -
from the Center for Instructional Development and Research at the
University of Washington
Creating
classroom connections - a description of techniques used by
Joseph Trimble to increase the feelings of connectedness among his
students
Using
technology to promote student collaboration inside and outside the
classroom - a good, hour-long talk by a Stanford English faculty
member describing how she uses new, social technologies to foster
collaboration
How
to effectively incorporate teamwork into your courses - from
Teaching and Learning with Technology at Penn State University
Assessing
group work - a variety of options of how to do so
Review
of research on cooperative learning - article (2009) published
in Educational Researcher
General
Addressing
instructional goals - Here is a good set of short articles providing
ideas for addressing elements of good teaching often found on course
evaluation forms such as "Explained the reasons for criticisms
of students' academic performance," or "Explained course
material clearly and concisely." - from The IDEA Center
Addressing
learning goals for students - Here is a good set of short articles,
similar to the above entry, providing ideas for promoting student
learning, with titles such as “Learning fundamental principles,
generalizations, or theories,” “Acquiring skills in working
with others as a member of a team,” and “Learning to analyze
and critically evaluate ideas, arguments, and points of view.”
- from the IDEA Center
Solve
a teaching problem - a unique site that identifies a number of
common teaching problems (e.g., students do poorly on an exam, students
don't come to lecture), helps you diagnose the likely cause(s), and
suggests strategies for addressing the problem
"What
can I do about feeling tired, stressed, and burned out?"
Syllabus
and Course Structure
Content
tyranny - "Does the content tyrant rule your classroom?
If you say, "I can't do that; I have to cover the content,"
every time a colleague offers a suggestion about how to improve
your teaching, there's a good chance it does." This brief
essay suggests some signs to look for and strategies to address
content tyranny.
Samples
of academic dishonesty/plagiarism statements on syllabi
Course Design
INTRODUCTION:
Overview of an effective approach to course design -- This
is a good place to start in thinking about designing a new course
or redesigning an old one. It is based on the Understanding by
Design model.
Fink
Taxonomy for course design - this is a popular model for designing
or rethinking a course, and this article provides a good step-by-step
overview.
Design
and teach a course - a lot of good suggestions for most aspects
of course design - from the Eberly Center for Teaching Excellence
at Carnegie Mellon University
Course
design tutorial
- developed by Barbara Tewksbury and R. Heather Macdonald
Planning
a course - good advice from an expert teacher
Course
design - from the Center for Instructional Development and
Research at the University of Washington
Teaching
for Learning - a good, hour-long talk by a Stanford English
faculty member describing how she shifted the focus of her course
from "what she should teach" to "what students
should learn." She uses her experiences with a Literary History
course to illustrate the process she went through and the challenges
she encountered and overcame.
Syllabus
development
"Components
of a comprehensive course syllabus" - A good list of
common syllabus components
Syllabus
development - a good, detailed tutorial
What
is an effective syllabus? - Takes you through each component
Learning-centered
syllabi - good, detailed advice from the Center for Excellence
in Learning and Teaching at Iowa State University
First/last
day of class
Top
10 tips for first day - from The Center for Teaching and Faculty
Development at San Francisco State University
First
day of class - See two video examples of instructors on the
first days of their courses (scroll to bottom of page to find
video links)
More
strategies for the first days/weeks of class
More
advice on the first day of class - from the Center for Teaching
at Vanderbilt University
Eight
objectives for the first day of class - from the Eberly
Center for Teaching Excellence at Carnegie Mellon University
Learning
student names
- 27(!) techniques from Joan Middendorf
Last
day of class - some suggestions
Internationalizing
your course - a good, detailed tutorial
Learning
objectives
INTRODUCTION:
Writing learning objectives - very good, detailed description
of how to create learning objectives for your courses - from The
Schreyer Institute for Teaching Excellence at Penn State University
Developing
learning outcomes/goals for your courses
Determining
learning objectives - from the Handbook of instruction from
Florida State University
Rubric
for assessing course objectives
Building
Rapport
"Establishing
rapport: Personal interaction and learning" - IDEA Paper
39 - from The IDEA Center
Student
information sheet - description of how an instructor uses information
gathered from students on the first day to build rapport throughout
the course -- two examples are given of the questions asked of students
Copy
Rights
"Know
your copy rights" - Excellent guide on what you can and
cannot do with materials you want to use for your classes
Motivating
Students
INTRODUCTION:
Promoting
positive student motivation - Good overview of theory and research
on student motivation with some suggestions - IDEA Paper 41 - from
The IDEA Center
Strategies
for motivating students
"Capturing
and directing the motivation to learn"
Getting
students to prepare/read for class
"Getting
students to read: 14 tips" - IDEA Paper 40 - from The
IDEA Center
Teaching
critical reading - from the Graduate Student Instructor Teaching
and Resource Center at Berkeley
Teaching
Diverse Students
Diversity
Web - "An interactive resource hub for higher education"
- from the Association of American Colleges and Universities
Diversity
and inclusive excellence - publications from the Association
of American Colleges and Universities
Variety
of resources and suggestions - from the Schreyer Institute for
Teaching Excellence at Penn State University
Creating
inclusive college classrooms - from the Center for Research
on Learning and Teaching at the University of Michigan
Inclusive
teaching - strategies and resources from the Center for Instructional
Development and Research at the Univ. of Washington
Teaching
students with disabilities - a variety of suggestions for a
number of specific disabilities (e.g., ADHD, visual disabilities)
Multicultural
teaching - information and strategies from the Center for Research
on Teaching and Learning at the Univ of Michigan
Universal
Design for Learning - "is
a set of principles for curriculum development that give all individuals
equal opportunities to learn. UDL provides a blueprint for creating
instructional goals, methods, materials, and assessments that work
for everyone--not a single, one-size-fits-all solution but rather
flexible approaches that can be customized and adjusted for individual
needs."
Problem
Students and Disruptive Behavior
Managing
conflict - a good, detailed tutorial
Suggestions
for handling problem students and disruptive behaviors
"Managing
hot moments in the classroom" - some good advice for dealing
with conflicts and emotional moments
Incivility
in the college classroom - a variety of strategies and resources
Reducing
incivility in the classroom - good literature on the research
as well as practical strategies to reduce it
Establishing
class rules - This activity asks students to identify the qualities
of a "good" instructor, then identify the qualities of
a "good" student, and then mutually agree to exhibit those
qualities.
"Top
ten tips for addressing sensitive topics and maintaining civility
in the classroom" - from the Center for Teaching and Faculty
Development at San Francisco State University
Difficult
students: Four case studies
Promoting
Academic Integrity
Strategies
and tools for preventing/addressing academic dishonesty
"Academic
integrity: A letter to my students" - a detailed description
of this instructor's expectations for himself and his students
Tips
for discouraging plagiarism
"Paraphrasing
textual material" - a good how-to resource for your students
"But
I changed the words: Educating the cut and paste generation"
- a good brochure for you and your students on using electronic
sources
Academic
Integrity - links for instructors and students - particularly
recommended is list
of suggestions for encouraging academic integrity
A
variety of good resources on academic integrity in the classroom
"Promoting
academic integrity in the classroom" - good essay describing
the issues as well as best practices
Strategies
and tools for preventing/addressing academic dishonesty
Samples
of academic dishonesty/plagiarism statements on syllabi
Promoting
Study and Learning Skills
Summarizing
and notetaking - brief but good research-based advice
EXAMPLE:
Using cell phones to summarize complex text
In-class
note-taking skills - good list of advice for students
More
note-taking skills
Metacognition
(awareness of and thinking about one's thinking)
"Helping
students link effort and performance" - Here's a good article
in the APS Observer about how teachers can assist students who believe
they put a lot of effort into a task but do not end up with good
performance. Here
is an article the first one reminded me of that I use often and
has a great title: "Why people fail to recognize their own
incompetence." It summarizes research finding that our weaker
students not only are weak, but also can't identify when their performance
is weak. Unfortunately, those same students are often the ones who
don't know how to fix their performance even if it is pointed out
to them that it is weak. The first article gives some good suggestions
about helping such students.
Using
Technology in Instruction
Using
technology and collaboration to engage students - an experienced
teacher "discusses how he revised a course to increase student
motivation and engagement using project-based learning and technology
tools, such as blogs and wikis."
Ten
instructional technology tools - This article provides a brief
overview of some newer technologies instructors are using such as
blogs, wikis, and classroom response systems (clickers). Here
are links to more information on some of these tools.
Accessible Technology (Using technology in such a way that
all students, including those with disabilities, can take advantage
of it)
Improving
accessibility of documents and media - excellent video tutorials
and other resources on how to make Word, PowerPoint, Excel, and
PDF documents more accessible - from The California State Universities
Making
instructional materials accessible - from CSU-Long
Beach
Creating
accessible web pages - from The California State Universities
Accessibility
and Usability Guide - extensive resources from Penn State
University
PowerPoint
Active
learning with PowerPoint - a good, detailed tutorial
Pros
and cons of PowerPoint - Four essays on the uses and misuses of
PowerPoint
Lecture
Capture
What
is it? Lecture capture is the process of videotaping or audiotaping
a lecture from class or creating a mini-lecture to be shared online
with students before or after a class. Such online lectures can
serve as review for students, or serve as additional lecture material,
or serve as the primary lecture material so class time can be used
for more interactive experiences.
Lecture
capture: A guide for effective use -- A good description of
lecture capture, uses of it, issues to consider, and suggestions
for implementation
Instructional
Blogging
Best
practices and case studies on using blogs in your courses
Classroom Responses Systems (Clickers)
Overview
of clickers - what they are and how they are used, and some
additional reading
Use
of clickers - good description of how clickers can be used
in the classroom
Teaching
with clickers
Online and electronic research
Savvy
Web searching: Helping students research electronically -
a good, detailed tutorial
Online discussions
Crafting
questions for online discussions
Humor
Humorous
stories and jokes
