Classroom Assessment Techniques
An overview of Classroom Assessment Techniques is provided along with the characteristics of CATs, assumptions, how to begin, and suggestions for success.
"Concept Mapping," by Steven Hale at Georgia Perimeter College, describes the steps of constructing concept maps and give some examples as illustration.
Effective Use of Wait Time
This brief paper describes the benefits of wait time in the classroom and describes eight categories of wait time and how to use them.
Facilitating Discussion: A Brief Guide
By Katherine K. Gottschalk, Director of Freshman Writing Seminars in Cornell University's John S. Knight Writing Program, provides helpful insight on: creating rapport, encouraging participation, facilitating discussion, getting students to talk to and argue with each other, using small groups, other ideas for invigorating your class.
Intended Learning Objectives and Optimal Learning Methods
A table summarizing the efficacy of individual, competitive and collaborative learning methods in reaching specific learning objectives. Based on 122 research papers on the topic
Office of Community Service-Learning
An example service-learning contract from the Office of Community Service-Learning at Willamette University.
Service Learning Contract
An example of a service-learning contract from a course at the University of Minnesota.
Shumer's Self-Assessment for Service Learning
Shumer's Self-Assessment for Service Learning--a self-reflective system for professionals in the service-learning and experiential learning fields. What follows is a series of instruments and analysis worksheets arranged to help individuals evaluate their current service-learning initiatives to improve and strengthen them. December, 2000 by Rob Shumer, for the Center for Experiential and Service-Learning, Department of Work, Community, and Family Education, College of Education and Human Development, University of Minnesota
Some Ideas for Motivating Students
Robert Harris provides a list of practical ideas for motivating students. Then he compares classroom learning with playing a sport. Sports are highly motivating for the players. What do sports and classroom learning have in common? What aspects of sports can we adapt to our classrooms?
Suggestions for Leading Small-Group Discussions
The article "Suggestions for Leading Small-Group Discussions" from Iowa State's Center for Teaching Excellence, outlines how and when to use small group discussions as a teaching technique
Teaching Effectiveness Program
Resources from the Teaching Effectiveness program at the University of Oregon, including strategies for new teachers, instructional technology tools, and methods for improving instruction. In particular, check out "Teaching FAQs," "Teaching Large Classes," and the "Resource Exchange."
Teaching Effectiveness Program
University of Oregon's Teaching Effectiveness Program offers a collection of Frequently Asked Questions regarding student motivation. Some examples of questions include: How do I encourage students to be active and interested? How do I deal with apathetic students? How do I deal with groups that are not functioning well together? How do I empower students?
"Teaching Tips" from Honolulu Community College provides links to resources on topics covering many of the basics of teaching: assessment techniques, communication, course design, dealing with stress, how people learn, preparing a course syllabus, preparing a lesson plan, human development, motivating students, effective questioning strategies, etc.
Tools for Teaching and Learning
A well-organized website containing information on course design, teaching techniques and assessment strategies from the Penn State Schreyer Institute for Teaching Excellence.
Transcending Disciplines, Reinforcing Curricula: Why Faculty Teach with Service-Learning
A report based on the 2004 AACC study to identify factors that motivate faculty to include service learning in their courses.
Twenty Ways to Make Lectures More Participatory
Lectures play a vital role in teaching. Here are twenty ways to make lectures more participatory. Adapted from Participatory Lectures, Derek Bok Center for Teaching and Learning, 1992.
What Constitutes a Good Lecture?
This article, "What Constitutes a Good Lecture?" offers an inside look at how students view lectures. By Jann Lacoss, Faculty Consultant, UVA Teaching Resource Center and Jennifer Chylack, Graduate Student Associate