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Contents

Acknowledgements
Foreword
Using This Resource

I. Preparing to Teach
Planning a course
--Defining Instructional Objectives
--Teaching and Learning Styles: The   Academic Culture
--Choosing and Using Instructional   Materials
--Writing a Syllabus
--Syllabus Checklist
--Using the Syllabus in Class
--Summary of Course Planning
Addressing Students' Needs
--Importance of Knowing Your   Students
--Planning Considerations
--Getting to Know Your Students
--Students of Different Backgrounds
--Students with Disabilities
--Teaching Strategies: Non-Native   Speakers of English
--Creating a Learning Environment
--Dealing with Disruptive Behavior in   the Classroom
--Common Disruptive Student   Behaviors and Possible Responses
--Dealing with Apathetic Students
--Cultural Differences for International   Instructors
--Summary of Addressing Students’   Needs
Teaching Tips
--Organizing Class
--Ways to Be Accessible Outside the   Classroom
--Six Common Non-Facilitating   Teaching Behaviors
--Wireless in the Classroom: Advice   for Faculty
--Summary of Teaching Tips

II. Teaching Methods
The First Day of Class
--When the Class Meets You
--When You Meet the Class
--Diversity the Instructor Brings to the   Classroom
--Conversing with Students with   Disabilities
--Moving Forward
--Summary of the First Day of Class
Lecturing
--Strategies for Effective Learning
--Advantages and Disadvantages of   the Traditional Lecture Method
--Enhancing Learning in Large   Classes
--Chalkboard Technique
--Writing Assignments in the Lecture
--Engaging Women in Math and   Science Courses
--Formulating Effective Questions
--Summary of Lecturing
Discussion
--Brief Overview
--The “Nuts and Bolts” of Discussion
--Facilitating Discussion of Sensitive   Issues
--Encouraging Student Contributions
--Alternative Instructional Methods
--Potential Problems in Discussions
--Summary of Discussion
Expanding Teaching Strategies
--Practical Examples
--Show and Tell
--Case Studies
--Teaching with Case Studies
--Guided Design Projects
--Brainstorming
Group Work
--General Information about Using   Groups
--Group Work in an Introductory   Science Laboratory
Science Labs
--The Role of the Lab Instructor
--What Do the Students Need to   Know?
--The First Day
--Planning and Running a Laboratory
--Safety Procedures
--Summary of Science Labs
Teaching Outside the Classroom
--Tutoring
--Office Hours
--Teaching Students to Solve   Problems
--Advising and Extracurricular   Activities
--Summary of Teaching Outside the   Classroom
Overcoming Misconceptions
--Societal Attitudes and Science   Anxiety
--Misconceptions as Barriers to   Understanding Science
--Common Difficulties and   Misunderstandings

III. Teaching-as-Research
Assessing Student Performance
--Establishing Objectives for   Assessment
--Assessment Primer
--Formulating Effective Methods of   Assessment
--Helping Students Succeed on   Assignments and Exams
--The Why and How of Tests
--Grading Lab Reports, Problem Sets,   and Exam Questions
--Grading Checklist
--Grading Specific Activities
--Grading Writing
--Summary of Assessing Student   Performance
How to Evaluate Your Own Teaching
--Evaluating Your Own Teaching
--A Note on Teaching-as-Research

IV. Appendices
Inspirational Essays
--Mathematics: The Universal   Language of Science
--Transforming Quizzes into Teaching   and Learning Tools
--Teaching My Students to Fish
--Chemistry: The Other Foreign   Language
--Teaching to Different Modes of   Learning
--Notes from a Career in Teaching
Additional Resources
Websites
Graduate Assistant Handbook Outline
--Department- and Institution-Specific   Information
--18 Questions to Have Answered

Works Cited

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Seminars and tutorial sections vary enormously in their types and purposes. In addition to group discussion, any of the following methods may be used, depending on the purpose of the instructor:

• Buzz groups
• Panels
• Symposia
• Debates
• Experience discussions
• Brainstorming sessions
• Case studies
• Jigsaws

1. Buzz Groups

Description-All group members participate in small subgroups, and then take part in a discussion with the entire group.

When Used-When participation from every group member is desired; in conjunction with other group methods.

Procedure-Prepare one to two questions on the topic to give each group. Divide the members into small subgroups of 2 to 4 individuals. Choose a leader in each subgroup to record and report pertinent ideas to the whole group.

Limitations-Thought must be given to the purpose and organization of the groups (e.g., including a variety of ability levels). Success is dependent upon the kinds of questions selected and the suitability of those questions.

2. Panels

Description-A selected group of persons with a leader converse in front of an audience that joins in later.

When Used-As a technique to stimulate interest and thinking; to provoke better discussion.

Procedure-The leader plans the conversation with the four to six panel members, each of whom is given a specific topic to study. The panel discusses the topic informally without set speeches. The leader opens the discussion to the group and summarizes what others have said.

Limitations-This process can get off track. The personalities of the speakers can overshadow the content of the discussion. A vocal speaker can monopolize the program if the leader is ineffective.

3. Symposia

Description-A topic is broken into various parts: each part is presented by an expert or well-informed person in a brief, concise speech.

When Used-When specific information is desired.

Procedure-The facilitator meets with three or four group members and plans an outline. Participants are introduced and give reports. The group questions the speakers. The facilitator summarizes what has been said.

Limitations-This process can also get off track. The personalities of the speakers can overshadow the content. A vocal speaker can monopolize the conversation. Speaking times can vary; it is important to adhere to a schedule.

4. Debates

Description-A controversial issue is discussed, using a pro and con comparison. The objective of the debaters is to convince the audience rather than to display skill in attacking the opponent.

When Used-If a controversy exists on which there are fairly definite opinions on both sides, such debates can bring these differences out in the open in a friendly manner.

Procedure-Divide the group into sides. Each speaker should be limited to a predetermined time, followed by time for rebuttal if desired.

Limitations-Members may have difficulty defending a view which they do not hold themselves. The emphasis on taking sides can be divisive and may inhibit learning for some students.

5. Experience Discussions

Description-A small- or large-group discussion takes place following a report on the main point of a book, article, or life experience.

When Used-To present a new point of view or an issue; to stimulate thought and discussion.

Procedure-Plan with participants how the review is to be presented. Then have an open discussion on pertinent issues and points of view.

Limitations-Students may need assistance in preparing a presentation that will lead effectively to a class discussion.

6. Brainstorming Sessions

Description-This is a creative thinking technique in which group members think about a problem or topic and then share all the ideas they can come up with.

When Used-To get new ideas and foster individual students’ ability to think of ideas.

Procedure-The facilitator and members of the planning group select suitable problems or questions related to the topic selected by the entire group. The leader explains to the group the meaning of brainstorming and the following rules:

• criticism is applied later
• many ideas are wanted
• the more ideas, the better chance there is of developing good ones
• the wilder the idea, the better, since it’s easier to tame them down than to pump them up
• “hitching is legitimate” – if you can improve on someone's idea, so much the better
• a recorder should list the ideas

Limitations-This method is not practical with more than 20 people. Brainstorming becomes disorganized without careful planning of the material to be covered and skillful direction from the discussion leader.

7. Case Studies

Description-An actual account of a particular incident and/or problem is presented to the class – including how the matter was resolved.

When Used-When a specific example is the best means of illustrating a topic. This method is often used to supplement traditional lectures. It can also be used to synthesize ideas and to apply theory to practical problems.

Procedure-The facilitator documents a case study, altering actual names and places if required. The case study is presented to the class, and is generally followed by discussion.

Limitations-Case studies require additional work by the facilitator to ensure that they are straightforward and good examples of the issue being represented.

8. Jigsaws

Description-All group members participate as both experts and learners. This is often followed by a problem-solving situation where all the knowledge must be used for the group to succeed.

When Used-When participation by every group member is desired and the subject, topic or skill is easily broken down into manageable chunks.

Procedure-Students work in small groups (expert groups) to master the material. The facilitator rotates among the groups to answer questions and make sure the material is being mastered and understood. Students return to their home groups, which include one member from each expert group. They teach each other their areas of responsibility and then use the new knowledge to solve a problem, write a group essay or exam, etc.

Limitations-Thought must be given to the purpose and organization of groups (e.g., including students with a variety of abilities). Success is dependent on the kind of material chosen and the final problem to be solved.

Reevaluate your pedagogical methods for teaching in a diverse setting.

Observers note that in discussion sections, instructors tend to favor students who question assumptions, challenge points of view, speak out, and participate actively (Collett, 1990; Institute for the Study of Social Change, 1991). Recognize, however, that some of your students were brought up to believe that challenging people who are in positions of authority is disrespectful or rude. Some students may be reluctant to ask questions or to participate out of fear of reinforcing stereotypes  about their ignorance. The challenge for teaching a diverse student body is to be able to engage both verbally assertive students and those with other styles and expressions of learning (Institute for the Study of Social Change, 1991).

Speak up promptly if a student makes a distasteful remark, even if the student is joking.

Don’t let disparaging comments  go unnoticed. Explain why a comment is offensive or insensitive. Let your students know that racist remarks, sexist comments, and other types of discriminatory statements are unacceptable in class. For example, “What you said made me feel uncomfortable. Although you may not have meant this, it could be interpreted as saying...”

Avoid singling out students as spokespersons.

It is unfair to ask a student to speak for his or her entire race, culture , or nationality. To do so not only ignores the wide differences in viewpoints among members of any group, but also reinforces the mistaken notion that every member of a minority group is an ad hoc authority on his or her group (Pemberton, 1988). For example, avoid, after lecturing on population genetics and theories of racial intelligence, singling out an African-American student in the class to ask him about his reactions to the theories. Furthermore, do not assume all students are familiar with their ancestors’ language, traditions, culture, or history. For example, avoid asking an American-born student of Chinese descent, “What idiom do you use in Chinese?” (Flick, n.d.; Pemberton, 1988).