An explosive growth in research on how people learn has revealed many ways to improve teaching and catalyse learning at all ages. The purpose of this book is to present this new science of learning so that educators can creatively translate the science into exceptional practice. The book is highly appropriate for the preparation and professional development of teachers and college faculty, but also parents, trainers, instructional designers and psychology students. Based on a popular Stanford University course, The ABCs of How We Learn uses a novel format that is suitable as both a textbook and a popular read. With everyday language, engaging examples, a sense of humour and solid evidence, it describes 26 unique ways that students learn. Each chapter offers a concise and approachable breakdown of one way people learn, how it works, how we know it works, how and when to use it and what mistakes to avoid. The book presents learning research in a way that educators can creatively translate into exceptional lessons and classroom practice. The book covers field-defining learning theories ranging from behaviourism (R is for Reward) to cognitive psychology (S is for Self-Explanation) to social psychology (O is for Observation). The chapters also introduce lesser-known theories exceptionally relevant to practice, such as arousal theory (X is for eXcitement). Together the theories, evidence and strategies from each chapter can be combined endlessly to create original and effective learning plans and the means to know if they succeed.
(source: Nielsen Book Data) 9780393709261 20160906

• List of Figures, Tables, and Exhibits. Foreword ( Richard E. Mayer ). Acknowledgments. About the Authors. Introduction Bridging Learning Research and Teaching Practice.
• 1 How Does Students' Prior Knowledge Affect Their Learning?
• 2 How Does the Way Students Organize Knowledge Affect Their Learning?
• 3 What Factors Motivate Students to Learn?
• 4 How Do Students Develop Mastery?
• 5 What Kinds of Practice and Feedback Enhance Learning?
• 6 Why Do Student Development and Course Climate Matter for Student Learning?
• 7 How Do Students Become Self-Directed Learners? Conclusion Applying the Seven Principles to Ourselves. Appendices. Appendix A What Is Student Self-Assessment and How Can We Use It? Appendix B What Are Concept Maps and How Can We Use Them? Appendix C What Are Rubrics and How Can We Use Them? Appendix D What Are Learning Objectives and How Can We Use Them? Appendix E What Are Ground Rules and How Can We Use Them? Appendix F What Are Exam Wrappers and How Can We Use Them? Appendix G What Are Checklists and How Can We Use Them? Appendix H What Is Reader Response/Peer Review and How Can We Use It? References. Name Index. Subject Index.
• (source: Nielsen Book Data)

Distilling the research literature and translating the scientific approach into language relevant to a college or university teacher, this book introduces seven general principles of how students learn. The authors have drawn on research from a breadth of perspectives (cognitive, developmental, and social psychology; educational research; anthropology; demographics; organizational behavior) to identify a set of key principles underlying learning, from how effective organization enhances retrieval and use of information to what impacts motivation. Integrating theory with real-classroom examples in practice, this book helps faculty to apply cognitive science advances to improve their own teaching.
(source: Nielsen Book Data) 9780470484104 20160604

• Preface. The Author. Part One: A Conceptual Framework for Understanding Student Engagement.
• 1 What Does Student Engagement Mean?
• 2 Student Engagement and Motivation.
• 3 Student Engagement and Active Learning.
• 4 Promoting Synergy Between Engagement and Active Learning.
• 5 Additional Facets to Consider.
• 6 From Theory to Practice: Teachers Talk About Student Engagement. Part Two: Tips and Strategies.
• 7 Tips and Strategies for Fostering Motivation. T/S
• 1 Expect engagement. T/S
• 2 Develop and display the qualities of engaging teachers. T/S
• 3 Use behaviorist-based strategies to reward learning rather than behavior. T/S
• 4 Use praise and criticism effectively. T/S
• 5 Attend to students' basic needs so that they can focus on the higher-level needs required for learning. T/S
• 6 Promote student autonomy. T/S
• 7 Teach things worth learning. T/S
• 8 Integrate goals, activities, and assessment. T/S
• 9 Craft engaging learning tasks. T/S
• 10 Incorporate competition appropriately. T/S
• 11 Expect students to succeed. T/S
• 12 Help students expect to succeed. T/S
• 13 Try to rebuild the confidence of discouraged and disengaged students.
• 8 Tips and Strategies for Promoting Active Learning. T/S
• 14 Be clear on your learning goals. T/S
• 15 Clarify your role. T/S
• 16 Orient students to their new roles. T/S
• 17 Help students develop learning strategies. T/S
• 18 Activate prior learning. T/S
• 19 Teach in ways that promote effective transfer. T/S
• 20 Teach for retention. T/S
• 21 Limit and chunk information. T/S
• 22 Provide opportunities for guided practice and rehearsal. T/S
• 23 Organize lectures in ways that promote active learning. T/S
• 24 Use reverse or inverted classroom organization. T/S
• 25 Use rubrics to give learners frequent and useful feedback.
• 9 Tips and Strategies for Building Community. T/S
• 26 Move away from an authoritarian role. T/S
• 27 Promote class civility. T/S
• 28 Create a physical or online course environment that supports community. T/S
• 29 Reduce anonymity: Learn students' names and help students learn each other's names. T/S
• 30 Use icebreakers to warm up the class. T/S
• 31 Use technology to extend or reinforce community. T/S
• 32 Be consciously inclusive. T/S
• 33 Subdivide large classes into smaller groupings. T/S
• 34 Involve all students in discussion. T/S
• 35 Use group work effectively. T/S
• 36 Revisit icebreaker kinds of activities later in the term. T/S
• 37 Celebrate community.
• 10 Tips and Strategies for Ensuring Students Are Appropriately Challenged. T/S
• 38 Assess students' starting points. T/S
• 39 Monitor class pacing. T/S
• 40 Help students learn to self-assess. T/S
• 41 Differentiate course elements to meet individual student needs. T/S
• 42 Use scaffolding to provide assistance for complex learning.
• 11 Tips and Strategies for Teaching for Holistic Learning. T/S
• 43 Pick up the pace to hold attention. T/S
• 44 Offer options for non-linear learning. T/S
• 45 Use principles of universal design. T/S
• 46 Incorporate games. T/S
• 47 Teach so that students use multiple processing modes. T/S
• 48 Incorporate multiple domains when identifying learning goals. T/S
• 49 Include learning activities that involve physical movement. T/S
• 50 Consider creating a "graphic syllabus". Part Three: Student Engagement Techniques (SETs). Category I. Techniques to Engage Students in Learning Course-Related Knowledge and Skills.
• 12 Knowledge, Skills, Recall, and Understanding. SET
• 1 Background Knowledge Probe. SET
• 2 Artifacts. SET
• 3 Focused Reading Notes. SET
• 4 Quotes. SET
• 5 Stations. SET
• 6 Team Jeopardy. SET
• 7 Seminar.
• 13 Analysis and Critical Thinking. SET
• 8 Classify. SET
• 9 Frames. SET
• 10 Believing and Doubting. SET
• 11 Academic Controversy. SET
• 12 Split-Room Debate. SET
• 13 Analytic Teams. SET
• 14 Book Club. SET
• 15 Small Group Tutorials.
• 14 Synthesis and Creative Thinking. SET
• 16 Team Concept Maps. SET
• 17 Variations. SET
• 18 Letters. SET
• 19 Role Play. SET
• 20 Poster Sessions. SET
• 21 Class Book. SET
• 22 WebQuests.
• 15 Problem Solving. SET
• 23 What's the Problem? SET
• 24 Think Again. SET
• 25 Think-Aloud-Pair-Problem Solving (TAPPS). SET
• 26 Proclamations. SET
• 27 Send-a-Problem. SET
• 28 Case Studies.
• 16 Application and Performance. SET
• 29 Contemporary Issues Journals. SET
• 30 Hearing the Subject. SET
• 31 Directed Paraphrase. SET
• 32 Insights-Resources-Application (IRAs). SET
• 33 Jigsaw. SET
• 34 Field Trips. Category II. Techniques for Developing Learner Attitudes, Values, and Self-Awareness.
• 17 Attitudes and Values. SET
• 35 Autobiographical Reflections. SET
• 36 Dyadic Interviews. SET
• 37 Circular Response. SET
• 38 Ethical Dilemmas. SET
• 39 Connected Communities. SET
• 40 Stand Where You Stand.
• 18 Self-Awareness as Learners. SET
• 41 Learning Logs. SET
• 42 Critical Incident Questionnaire (CIQ). SET
• 43 Go for the Goal. SET
• 4 Post-test Analysis.
• 19 Learning and Study Skills. SET
• 4 In-class Portfolio. SET
• 46 Resource Scavenger Hunt. SET
• 47 Formative Quiz. SET
• 48 Crib Cards. SET
• 49 Student-Generated Rubrics. SET
• 50 Triad Listening. Appendix A: Key to Courses and Professors in SET Examples. Appendix B: NSSE/SET Crosswalk Tables. References. Index.
• (source: Nielsen Book Data)

Keeping students involved, motivated, and actively learning is challenging educators across the country, yet good advice on how to accomplish this has not been readily available. Student Engagement Techniques is a comprehensive resource that offers college teachers a dynamic model for engaging students and includes over one hundred tips, strategies, and techniques that have been proven to help teachers from a wide variety of disciplines and institutions motivate and connect with their students. The ready-to-use format shows how to apply each of the book's techniques in the classroom and includes purpose, preparation, procedures, examples, online implementation, variations and extensions, observations and advice, and key resources. "Given the current and welcome surge of interest in improving student learning and success, this guide is a timely and important tool, sharply focused on practical strategies that can really matter." Kay McClenney, director, Center for Community College Student Engagement, Community College Leadership Program, the University of Texas at Austin "This book is a 'must' for every new faculty orientation program; it not only emphasizes the importance of concentrating on what students learn but provides clear steps to prepare and execute an engagement technique. Faculty looking for ideas to heighten student engagement in their courses will find usefultechniques that can be adopted, adapted, extended, or modified." Bob Smallwood, cocreator of CLASSE (Classroom Survey of Student Engagement) and assistant to the provost for assessment, Office of Institutional Effectiveness, University of Alabama "Elizabeth Barkley's encyclopedia of active learning techniques (here called SETs) combines both a solid discussion of the research on learning that supports the concept of engagement and real-life examples of these approaches to teaching in action." James Rhem, executive editor, The National Teaching & Learning Forum.
(source: Nielsen Book Data) 9780470281918 20161228

• The Author. Preface. Part I. Laying the Groundwork for Student Learning.
• 1 Understanding Your Students and How They Learn. Your Undergraduate Student Body Profile. How People Learn. How Structure Increases Learning. The Cognitive Development of Undergraduates. Encouraging Cognitive Growth. Teaching the Millennial Generation. The Adult Learner. Inclusive Instructing. The Challenge.
• 2 Outcomes-Centered Course Design. Why Outcomes-Centered Course Design? Writing Outcomes. Types of Learning Outcomes. Types of Cognitive Outcomes. Designing the Learning Process. Helpful Frameworks for Designing a Course. Showing Students Their Learning Process. Outcomes-Centered Course Development.
• 3 The Complete Syllabus. Appropriate Syllabus Items. The Graphic Syllabus. The Online "Living Syllabus". Getting Students to Read Your Syllabus. The Evolving Syllabus.
• 4 Your First Day of Class. Before the First Class. First Impressions. Exchanging Information. Social Icebreakers: Getting to Know You. Subject-Matter Icebreakers. Drawing Class to a Close.
• 5 Motivating Your Students. What We Know About Motivation in Learning. Credible Theories of Motivation. Strategies for Motivating Students. Equity in the Classroom. Part II. Managing Your Courses.
• 6 Copyright Guidelines for Instructors. Where Copyright Does and Does Not Apply. Common Copyright Misconceptions. Free Use: Fair Use, Facts, and Public Domain. Printed Text. Visual Materials. In-Class Performances. Recording Broadcast Programming. Online/Electronic Materials and Distance Learning. Obtaining Permission or a License. How Copyright Violations Are Actually Handled. For Further and Future Reference.
• 7 Preventing and Responding to Classroom Incivility. What Is Incivility? Why the Increase? Preventing Incivility: Your Classroom Persona. Responding to Incivility. Seek Assistance.
• 8 Preserving Academic Honesty. How Prevalent Is Cheating? Who Cheats and Why? Detecting Cheating. Preventing Cheating. Honor Codes. Changing Student Values.
• 9 Making the Most of Office Hours. Getting Students to See You. Making the Time Productive. Student-Active Tutoring. Students in Academic or Emotional Trouble.
• 10 Course Coordination Between Faculty and TAs. Before the Term: Course Review and Role Specifications. During the Term: Regular Meetings and Teaching Feedback. Extending Managing to Mentoring. Part III. Choosing and Using the Right Tools for Teaching and Learning.
• 11 Matching Teaching Methods with Learning Outcomes. Types of Tools. Dangerous Knowledge?
• 12 Making the Lecture a Learning Experience. Purpose: To Lecture or Not to Lecture? Preparing an Effective Lecture. Delivering an Effective Lecture. Incorporating Student-Active Breaks: The Interactive Lecture. Teaching Students to Take Good Notes. Making the Lecture Effective for Everyone.
• 13 Leading Effective Discussions. When to Choose Discussion. How to Set the Stage for Discussion. How to Maximize Participation through Skillful Discussion Management.
• 14 Questioning Techniques for Discussion and Assessment. Questioning as a Process of Inquiry. Typologies of Good Discussion Questions. Poor Questions for Discussion Purposes. Turning the Tables.
• 15 Experiential Learning Activities. Student Presentation Formats. Role-Playing. Simulations and Games. Service-Learning: The Real Thing.
• 16 Learning in Groups. A Group by Any Other Name ... The Case for Group Work. Changing Methods, Changing Roles. The Setup and Management of Student Groups. Management Tips. Tried and True Group Learning Strategies. Preparing Students for Life.
• 17 Writing-to-Learn Activities and Assignments. Free Writes. The One-Minute Paper. Journals. One-Sentence Summaries. Learning Logs. Dialectical Notes. Directed Paraphrasing. Letters, Memos, Notes, and Electronic Posts. Mock Tests. Drafts for Peer Feedback. Multiple Purposes. Part IV. More Tools: Teaching Real-World Problem Solving.
• 18 Inquiry-Guided Learning. Definitions of Inquiry-Guided Learning. The Effectiveness of Inquiry-Guided Learning. Objects and Modes of Inquiry. Variations of Inquiry-Based Learning.
• 19 The Case Method. The Effectiveness of the Case Method. The Appropriate Subject Matter. What Makes a Good Case. Types of Cases. Debriefing Cases. A Postscript for Pioneers.
• 20 Problem-Based Learning (PBL). How PBL Works. Good PBL Problems and Where to Find Them. The Effectiveness of PBL. What Students Think. Kudos for Creativity.
• 21 Quantitative Reasoning and Problem Solving. Understanding Students' Problems with Problems. Modeling Expert Reasoning. Teaching the Steps of Problem Solving. Tutoring Students out of Bad Habits. Routinizing Peer Feedback. Making Problems More Real and Challenging. Using the Power of Group Learning. Accommodating New Methods to Traditional Settings.
• 22 Problem Solving in the Sciences. Where Science Education Falls Short. How to Help Students Learn Science: General Advice. How the Lecture Can Be Made into a Meaningful Learning Experience. How the Lab Can Be Made into a Meaningful Learning Experience. The Essentials of Lab Safety and Management. Why Science Education Is so Important. Part V. Making Learning Easier.
• 23 Getting Students to Do the Readings. Why Students Don't Do the Readings. How We Can Equip and Induce Students to Do the Readings. Specific Tools for Holding Students Accountable. Managing Your Workload.
• 24 Teaching Your Students to Think and Write in Your Discipline. Crossdisciplinary Commonalities. Teaching Critical Thinking Through the Discipline's Metacognitive Model. Metacognitive Differences Among Disciplines. Making Students Better Thinkers and Writers. Teaching Students to Write for Their Futures. The Many Worlds of Writing.
• 25 Accommodating Different Learning Styles. Kolb's Learning Styles Model and Experiential Learning Theory (ELT). Teaching to Kolb's Types. Fleming and Mills' Sensory-Based Learning Style Typology. Feldman and Silverman's Index of Learning Styles (ILS). Parallels Across Learning Style Models. Multi-Sensory, Multi-Method Teaching: Most Effective for All.
• 26 Using Visuals to Teach. Ways That Visuals Enhance Learning. Types of Visuals for Learning. The Future of Visuals in Teaching and Learning.
• 27 Using Instructional Technology Wisely. Reliable Low-Tech Tools for the Classroom. The Choice of High-Tech Alternatives. Learning Management Systems. Lecture-Related Software. Web Resources. Laptops in the Wireless Classroom. Web 2.0 Tools. Looking Ahead. Part VI. Assessing Learning Outcomes.
• 28 Assessing Student Learning in Progress. Classroom Assessment Techniques (CATs). Formative Feedback. Student Portfolios. Extending Classroom Assessment to Classroom Research and the Scholarship of. Teaching and Learning.
• 29 Constructing Summative Assessments. General Testing Guidelines. Objective Test Items. Constructed Response Instruments: Essay Questions and Writing Assignments. Tests and Assignments: The Ultimate Teaching Evaluations.
• 30 Preparing Students for Tests. Test Preparation Measures. Anxiety Reduction Measures. What the Effort Is Worth.
• 31 Grading Summative Assessments. The Meaning of Grades. Summative Assessments and Grading Systems. The Qualities of a Sound Grading System. Grading Constructed Responses and Papers. Grading Lab Reports. How to Grade Mechanics Quickly While Ensuring Students Learn Them. Contract Grading. Returning Students' Work. Helping Students Use Your Feedback to Improve. The Real Meaning and Limits of Grades.
• 32 Evaluating and Documenting Teaching Effectiveness. Defining and Measuring Teaching Effectiveness. Student Evaluations. Peer, Administrative, and Self-Evaluations. Documenting Your Effectiveness. Comprehensive Approaches to Faculty Evaluation. Complex Beyond Measure. Appendix: Instructional Support and Resources at Your Institution. References. Index.
• (source: Nielsen Book Data)

This expanded and updated edition of the best-selling handbook is an essential toolbox, full of hundreds of practical teaching techniques, classroom activities and exercises, for the new or experienced college instructor. This new edition includes updated information on the Millennial student, more research from cognitive psychology, a focus on outcomes maps, the latest legal options on copyright issues, and more. It will also include entirely new chapters on matching teaching methods with learning outcomes, inquiry-guide learning, and using visuals to teach, as well as section on the Socratic method, SCALE-UP classrooms, and more.
(source: Nielsen Book Data) 9780470401040 20160604

• Preface. Credits. The Author. PART I: GETTING UNDER WAY.
• 1. Designing or Revising a Course.
• 2. The Comprehensive Course Syllabus.
• 3. The First Days of Class.
• 4. Classroom Conduct and Decorum. PART II: RESPONDING TO A CHANGING STUDENT BODY.
• 5. Diversity and Inclusion in the Classroom.
• 6. Students with Disabilities.
• 7. Reentry and Transfer Students.
• 8. Teaching Academically Diverse Students. PART III: DISCUSSION STRATEGIES.
• 9. Leading a Discussion.
• 10. Encouraging Student Participation in Discussion.
• 11. Online Discussions.
• 12. Asking Questions.
• 13. Fielding Students' Questions. PART IV: THE LARGE-ENROLLMENT COURSE.
• 14. Preparing to Teach the Large-Enrollment Course.
• 15. Delivering a Lecture.
• 16. Explaining Clearly.
• 17. Personalizing the Large-Enrollment Course.
• 18. Encouraging Student Participation in the Large-Enrollment Course.
• 19. Maintaining Instructional Quality with Limited Resources. PART V: ALTERNATIVES AND SUPPLEMENTS TO LECTURES AND DISCUSSION.
• 20. Web 2.0.
• 21. Learning in Groups.
• 22. Informal Group Learning Activities.
• 23. Formal Group Learning Activities.
• 24. Case Studies.
• 25. Simulations. Role Playing, Games, and Virtual Worlds.
• 26. Service Learning and Civic Engagement.
• 27. Undergraduate Research.
• 28. Guest Speakers. PART VI: ENHANCING STUDENTS' LEARNING AND MOTIVATION.
• 29. Helping Students Learn.
• 30. Learning Styles and Preferences.
• 31. Motivating Students.
• 32. Informally Assessing Students' Learning.
• 33. Mobile Learning. PART VII: STRENGTHENING STUDENTS' WRITING AND PROBLEM SOLVING SKILLS.
• 34. Helping Students Write Better in All Courses.
• 35. Designing Effective Writing Assignments.
• 36. Evaluating Students' Written Work.
• 37. Homework Problem Sets. PART VIII: TESTING AND GRADING.
• 38. Promoting Academic Honesty.
• 39. Quizzes, Tests, and Exams.
• 40. Allaying Students' Anxieties about Tests.
• 41. Multiple-Choice and Matching Tests.
• 42. Short-Answer and Essay Tests.
• 43. Grading Practices.
• 44. Calculating and Assigning Grades. PART IX: PRESENTATION TECHNOLOGIES.
• 45. Flipcharts.
• 46. Chalkboards and Whiteboards.
• 47. Interactive Whiteboards.
• 48. Overhead Projection.
• 49. Slide Shows.
• 50. Video Recordings and Clips.
• 51. PowerPoint Presentations. PART X: EVALUATION TO IMPROVE TEACHING.
• 52. Early Feedback to Improve Teaching and Learning.
• 53. Video Recordings and Classroom Observations.
• 54. The Teaching Portfolio. PART XI: TEACHING OUTSIDE THE CLASSROOM.
• 55. Holding Office Hours.
• 56. E-mail, Text Messages, and Instant Messages.
• 57. Academic Advising and Mentoring Undergraduates.
• 58. Guiding, Training, Supervising, and Mentoring Graduate Student Instructors. PART XII: FINISHING UP.
• 59. The Last Days of Class.
• 60. Student Rating Forms.
• 61. Writing Letters of Recommendation for Students. Index.
• (source: Nielsen Book Data)

This is the long-awaited update on the bestselling book that offers a practical, accessible reference manual for faculty in any discipline. This new edition contains up-to-date information on technology as well as expanding on the ideas and strategies presented in the first edition. It includes more than sixty-one chapters designed to improve the teaching of beginning, mid-career, or senior faculty members. The topics cover both traditional tasks of teaching as well as broader concerns, such as diversity and inclusion in the classroom and technology in educational settings.
(source: Nielsen Book Data) 9780787965679 20160528