Concepts And Choices For Teaching : Meeting The Challenges In Higher Education - 96 edition

Timpson, William M. :

Author of:

Teaching and Performing
Concepts and Choices for Teaching
Metateaching and the Instructional Map

William M. Timpson, Professor in the School of Education at Colorado State University, is also serving as the Director for the Center for Teaching and Learning at that campus. After receiving his Bachelor's degree in American History from Harvard University, Bill went on to teach junior and senior high school in the inner city of Cleveland, Ohio before completing a doctoral program in educational psychology at the University of Wisconsin-Madison.

After working with teachers and staff at various levels of schooling (K-16) for many years, Bill now specializes in postsecondary instruction, recently completing three books in this area: Teaching and Performing (1997), Concepts and Choices for Teaching (1996) and Action Learning: Experience and Promise (1995). His forthcoming book will be titled, Metateaching and the Instructional Map. Bill has also been a leader in the design and delivery of distance courses for teachers, locally and nationally, using videotape shot in the field to supplement his own writing. Long interested in issues of social class and ethnicity as major factors in school success in the U.S., Bill has extended his reach over the years to a more global context, using a National Kellogg Fellowship, for example, to study education in Asia, Latin and South America, and Europe. An active innovator in his own classes, Bill brings a broad, deep and invariably fresh perspective to his studies of postsecondary instructional innovation and improvement.


Bendel-Simso, Paul :

Foreword
Science and Art
The Design of the Book

Part I: Theoretical Overview of Teaching and Learning

Chapter One: The Climate for Learning

A Humane Environment
Special Needs, Diversity, Empowerment, and Success
Gender-Sensitive Teaching
Assessing the Climate for Learning
Program
Process
Material

Chapter Two: Other Issues for Learning

Pace
Planning and Spontaneity
Nurturing Risk-Taking
Transmission and Performance
Technology in the Classroom
Concluding Thoughts

Chapter Three: Development and Conceptualization

Leading Developmentalists: An Overview
Moral Development
Applying a Developmentalist Perspective
Readiness
Teachers and their Development
Conceptual Learning
Teaching Concepts
Higher-Order Rules
Rule-Example Rule
Inductive Thinking

Part II: Teaching Strategies

Chapter Four: Preparing to Teach

Teaching Roles
Goals and Objectives
Readiness
Learning Styles
Reaching All Students
Engaged Learning
The Conceptual Overview
Effective Presentations
Monitoring Understanding
Modeling Expectations
Closure

Chapter Five: Lecture and Discussion

Discussion vs. Lecture
The Lecture
Self-Awareness
Preparation
Organization
Expectations of Students
Engagement
Group Focus
Assessing Readiness and Understanding
Variety
Students as Resources
Enhancing Retention
Attendance
Discipline
Questions
The Discussion
Discussion and Thought
Engagement
Organization
Participation vs. Answer-Seeking
Encouraging Participation
Participation Skills
Assessing Impact
Grading

Chapter Six: Encouraging Creativity and Promoting Discovery

Creativity Described
Organizations and Innovation
A Whack and a Kick
Synectics
Active Learning
Discovery Learning
Discovery Across the Disciplines
Questions, Empathy, and Encouragement
Assessment

Chapter Seven: Group Learning

Active Learning
Cognitive and Affective Outcomes
Flexibility of Groups
The Teacher's Role
Impact on Students
Alternating Instructional Strategies

Chapter Eight: Mastery Learning

A Challenge to Conventional Instruction
Mastery and Training
Focusing on Student Success
Implementation of Mastery Learning
Diagnosis of Readiness to Learn
Task Analysis
Criteria for Mastery
Evaluation of Learning
Remediation and Enrichment
Flow Charts
Reservations about Mastery Learning

Chapter Nine: Metateaching and the Instructional Map

Teacher-Directed to Student-Centered
Product to Process
Individual to Group Learning
Implementation

Chapter Ten: Peer Feedback and Coaching

Evaluation and Feedback
Classroom Complexities
Practices in Other Fields
Feedback vs. Evaluation
Coaching Options
Logistics
Essential Factors
The Development of Teachers
A Model for Peer Feedback and Coaching
Pre-Conference
Setting Goals for Feedback
Recording Data
Providing Feedback in a Post-Conference
Sharing Experiences and Ideas
Follow-Up Feedback

Summary