TY  - BOOK
AU  - McKeachie,Wilbert James
AU  - Gibbs,Graham
TI  - McKeachie's teaching tips: strategies, research, and theory for college and university teachers 
SN  - 0395903459
AV  - LB 2331 M478m 1999
U1  - 378.125 
PY  - 1999///
CY  - Boston
PB  - Houghton Mifflin Co.
KW  - College teaching
KW  - First year teachers
KW  - Teaching
KW  - Colegio de enseñanza
KW  - Los maestros de primer año
KW  - Enseñanza
N1  - Includes bibliographical references (p. 345-366) and index; pt. 1; Getting started; ch. 1; Introduction --; ch. 2; Countdown for course preparation --; ch. 3; Planning your students' learning activities --; ch. 4; Meeting a class for the first time --; pt. 2; Basic skills for facilitating student learning --; ch. 5; Facilitating discussion: posing problems, listening, questioning --; ch. 6; Lecturing --; ch. 7; Testing and assessing learning: assigning grades is not the most important function --; ch. 8; What to do about cheating --; ch. 9; ABC's of assigning grades --; pt. 3; Adding to your repertoire of skills and strategies for facilitating student learning; ch. 10; Teaching students to learn through writing: papers, journals, and reports --; ch. 11; Teaching students how to learn more from textbooks and other reading --; ch. 12; Laboratory teaching: teaching students to think like scientists --; ch. 13; Experiential learning: service learning, fieldwork, and collaborative research --; ch. 14; Peer learning, collaborative learning, cooperative learning --; ch. 15; Project methods, independent study, and one-on-one teaching --; ch. 16; Problem-based learning: teaching with cases, simulations, and games --; ch. 17; Using communication and information technologies effectively --; ch. 18; Class size and sectional courses --; ch. 19; Teaching large classes (you can still get active learning) --; pt. 4; Understanding students; ch. 20; Taking student social diversity into account --; ch. 21; Problem students (there's almost always at least one!) --; ch. 22; Counseling and advising --; pt. 5; Lifelong learning for you as well as your students; ch. 23; Appraising and improving your teaching: using students, peers, experts, and classroom research --; ch. 24; Ethics in college teaching --; pt. 6; Teaching for higher-level goals; ch. 25; Motivating students for your course and for lifelong learning --; ch. 26; Teaching students how to learn --; ch. 27; Teaching thinking --; ch. 28; Teaching values: should we? Could we?
ER  -