Favorite Teaching Books
Dennis Fallon presented two books.
Banta, T. (2002). Building a Scholarship of Assessment.
This book addresses how one goes about writing and publishing assessment (vs.
topics relating to scholarship of teaching). It also includes a useful chapter
on accreditation. The main assertion is that scholarship of teaching and assessment
go hand in hand and details the programs at Indiana University as an example
of an educational system with an excellent assessment program. While the book
can be dry and technical it has useful information specifically geared towards
deans and department heads.
Svinicki, M. D. (2004). Learning and Motivation in the Post-secondary Classroom.
This book comes highly recommended
by Dr. Fallon, who feels that not only does it stand up to a second read, it
almost demands it. Svinicki presents retention of information, transfer of information
and problem solving as a continuum and represents this idea in a chart very
similar to CASTLE's CT chart. The author encourages the reader's engagement
in active learning by asking the reader to apply suggested active learning methods
to current course materials.
Svinicki presents the Cognitive Apprentice Model which is an historical perspective
on learning that follows the apprentice / master model. This approach challenges
the teacher to model the desired cognitive outcome to the student. The debate
over use of PowerPoint presentations to students exemplifies the issue. Dr.
Fallon reports that this book resulted in his decision to discontinue his use
of Powerpoint presentations because PPT rarely gives the student an opportunity
to interact with either the materials or the teacher. Additionally, PPT does
not allow for divergence from the presentation. Without interaction or divergence
the students are often left with the illusion of comprehension rather than any
tangible understanding of material. The apprentice / master approach that Svinicki
suggests allows the students to drive the thinking process with the professor
acting as guide who models the correct approach to the material and assigned
problems. Another suggestion to combat illusion of comprehension issues is to
increase the number of assigned problems which, in turn, increases time on task
and motivation.
Chapter Seven, which focuses on Motivation, was specifically referenced. The
main idea contained in the chapter is that high motivation does not necessarily
translate into substantial learning. Svinicki states that an infrastructure
for learning must be in place before a student's motivation can be maximized.
She encourages both the teacher and the student to take ownership of course
content to fully maximize both motivation and learning opportunities.
Keith Plemmons presented one book.
McWhorter, K.T. (2003). Study and Critical Thinking Skills in College. Longman
P.
This book was written to help students become academically competitive and to prepare them for success in the workplace.
What I like about this book:
Ideas
a. Each chapter starts with "Do you know?" questions.
b. Chapters contain though provoking assignment, detailed implementations for
each strategy, exercises and cartoons.
c. Each chapter ends with an Interactive Chapter review (see below), a Work
Connection and a Web Connection.
Active Learning - Encourages students to take an active role in learning
by thinking critically about and interacting with text and lecture material.
Critical Thinking - Teaches specific learning and thinking strategies
based on Bloom's taxonomy.
Attitude Toward Learning - Discusses the development of positive attitudes
towards learning, taking charge and accepting responsibility for one's own learning,
analyzing one's own learning style, using effective organization and time management
skills and managing stress.
Workplace Applications - Promotes skill development for any situation.
Metacognitive skills - Academic thought patterns provide students with
overriding concepts or blueprints with which to organize text, research and
lecture material and to approach assignments, exams and term papers.
Example of an interactive Chapter
Review
For Chapter 8 - Learning Styles and Teaching Styles
| Knowledge | Define the term learning style |
| Comprehension | List five strengths of your learning style based on the results of the Learning Style Questionnaire. |
| Application | Examine the textbook of a course that you enjoy. In what ways, if any, does the textbook offer easy methods for you to learn, based on the various aspects of your learning style? |
| Analysis | Compare two courses you are taking and describe in writing how they require you to rely on different strengths or aspects of your learning style. |
| Synthesis | Think about how you learn most easily. Then describe what techniques the ideal instructor would use to teach you about the concept of learning styles. Discuss why these particular techniques would help you. |
| Evaluation |
Using the three questions
below, evaluate one of your study sessions for a course you find difficult.
Is your method of study effective? If not, make a list of at least three
new and different ways you could study the course material. Then test
these items the next time you study and note improvements. |
Questions and Comments
1. Concept mapping - Using post-it
notes have students develop ideas about the material (one idea per post-it)
and place on a board. The ideas can then be discussed and organized with the
guidance of the teacher. All students are involved so that the class as a whole
has the opportunity to interact with the material, the professor and each other.
This becomes a strong tool for assessing student comprehension and accountability.
2. Scaffolding - Addresses the need to break away from routine of present/test
and shift towards a thinking motivated model. This method gives a lot of support
in the beginning and then removes the "scaffold" as the student becomes
more able to problem solve on their own.