Books
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. San Francisco: Jossey-Bass.
The authors present a comprehensive guide to active learning. They discuss what active learning is, why it is important, and how active learning can be incorporated into the classroom. Finally, the authors discuss some of the barriers to employing active learning at the college level, incorporating the concerns faced by faculty. A nice feature of this text is that it discusses the risks involved with employing specific active learning strategies both on the part of the instructor and the student.
Delisle, R. (1997). How to use problem-based learning in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
This reference is an excellent resource for exploring problem-based learning (PBL) in the classroom. The author discusses the theory behind problem-based learning and why it is effective. He also discusses the elements of a problem-based learning, including simplicity, clarity, consistency, and communication. He then provides a structure for developing problems for students to explore. The author finishes with case studies/applications in five different subjects. While these examples are all within the context of elementary/secondary school, one can easily adapt them to the college setting.
Harmin, M. (1994). Inspiring active learning: A handbook for teachers. Alexandria, VA: Association for Supervision and Curriculum Development.
The main goal of this text is to provide a set of strategies for instructors. It includes a set of activities that would promote active learning in the classroom. It also discusses strategies that would motivate student performance. A nice feature of this text is that the author provides many examples of how to employ different strategies in various disciplines.
Marzano, R., Pickering, D. J., & Pollock, J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
This text compiles research on teaching effectiveness and lists key teaching strategies from research findings. It includes the references and the extent of the effect of each strategy. These strategies include identifying similarities and differences, summarizing and note taking, reinforcing effort and providing recognition, homework and practice, nonlinguistic representations, cooperative learning, setting objectives and providing feedback, generating and testing hypotheses, cues, questions, and advance organizers. The examples in the text are for a non-collegiate audience; however, the strategies that are discussed can be employed in a classroom at any level.
McKeachie. W., & Svinicki, M. (2006). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers. Boston: Houghton Mifflin.
This text is an excellent resource. It covers all aspects of teaching in higher education. The text discusses issues such as how to prepare for a course, how to balance research and effective teaching, and how to grade students. It includes a section on teaching techniques, tools, and methods. This text should be read by all new faculty in higher education and anyone who would like a different perspective on teaching in higher education.
Tileston, D. W. (2000). Ten best teaching practices: How brain research, learning styles and standards define teaching competencies. Thousand Oaks, CA: Corwin.
While most of the examples in the text are at the elementary school level, and the assessment tool that is relied on the most is a teacher’s lesson plans, the author provides interesting insight into how students think. One interesting aspect of the text is the information provided on a student’s transfer skills. The author indicates that there are four factors that contribute to a student’s ability to transfer skills: association, similarity, critical attributes and context, and the degree of original learning. The author also discusses the importance of employing different learning techniques in order for all students to succeed. She introduces an interesting concept of a J-curve. While most people see their class as falling into a bell-shaped curve in terms of student performance, the author suggests that instead we should strive for a J-shaped curve where most of the class is at the upper end.
Wiggins, G. P., & McTighe, J. (2005). Understanding by design (2nd expanded edition). Baltimore: Association for Supervision & Curriculum Development.
This text concerns itself with a student’s understanding of material and how proper curriculum and assessment can ensure student understanding. In particular, the authors discuss the idea of a “backward design process” whereby the instructor identifies the desired results, determines acceptable evidence that a student has achieved these results, and lastly, plans instruction that will attain these results. They further discuss the facets of understanding. A student understands when he or she can explain, can apply, can empathize, can interpret, has perspective, and has self-knowledge. Finally, the authors discuss how these six facets should be incorporated to make an instructor’s teaching more effective.
Web Sites and Journals
Faculty Development Teaching Techniques Index.
<http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm>This website provided by Honolulu Community College provides insights into and resources for many aspects of teaching. These include sections on teaching techniques, motivating students, and preparing a syllabus.
The Cooperative Learning Center. <http://www.co-operation.org>
This website is run through the University of Minnesota and provides general information on cooperative learning, various essays on all aspects of cooperative learning, and, most interestingly, a Q&A section where teachers can ask questions about implementing cooperative learning and receive a response from the website’s authors.
Professional and Organizational Development Network in Higher Education. <http://www.podnetwork.org>
According to their statement, the three purposes of POD are to provide support and services for its members through publications, conferences, consulting, and networking; to offer services and resources to others interested in faculty development; and to fulfill an advocacy role, nationally, seeking to inform and persuade educational leaders of the value of faculty, instructional, and organizational development in institutions of higher education.
The Journal on Excellence in College Teaching. <http://celt.muohio.edu/ject/>
This peer-reviewed journal is published at Miami University of Ohio. Its audience is faculty in higher education. The goal of the journal is to “increase student learning through effective teaching, interest in and enthusiasm for the profession of teaching, and communication among faculty about their classroom experiences.” This journal is an outlet for faculty to discuss all issues regarding teaching, including pedagogy, teaching innovations, and student learning.