Why do some professors always receive positive evaluations from students while other instructors struggle from class to class? The answer, according to author Dr. Shelton J. Goode, is that successful professors are able to create a dynamic learning environment for all of their students, regardless of age or level of knowledge. Based on extensive research and experience, So You Think You Can Teach shows readers how to ¿ recognize and rectify classroom issues that can inhibit the full participation of a diverse student body; ¿ create an inclusive learning environment that capitalizes on the creativity and richness that adult learners bring to the classroom; ¿ manage student differences by building bridges between the various groups within the classroom; ¿ develop the teaching skills necessary to help your students achieve their desired learning goals. This straightforward guide is the product of more than two decades of college and university teaching experience. The lessons and methods developed by Goode give new college professors and instructors concrete, practical ways to increase their creativity, innovation, and productivity in the classroom. So You Think You Can Teach creates confident, effective teachers with the knowledge and skills to help their students reach their educational goals.

So You Think You Can Teach

A Guide For New College Professors On How To Teach Adult LearnersBy Shelton J. Goode

iUniverse, Inc.

Copyright © 2011 Dr. Shelton J. Goode
All right reserved.
ISBN: 978-1-4620-1787-4

Contents

CONTENTS.......................................................vDEDICATION.....................................................ixACKNOWLEDGEMENTS...............................................xiINTRODUCTION...................................................xiiiCHAPTER 1 SURVEY OF TEACHING METHODS...........................1CHAPTER 2 MANAGING CLASSROOM DIVERSITY.........................10CHAPTER 3 LECTURE METHOD.......................................27CHAPTER 4 CASE STUDY METHOD....................................51CHAPTER 5 TEACHING INTERVIEW METHOD............................66CHAPTER 6 EXPERIENTIAL METHOD..................................77CHAPTER 7 ASKING QUESTIONS.....................................86CHAPTER 8 PROVIDING FEEDBACK...................................96CHAPTER 9 MASTERING THE VIRTUAL CLASSROOM......................107CHAPTER 10 INSPIRING STUDENT CONFIDENCE........................121APPENDIX 1. SELECTED TERMS AND DEFINITIONS.....................131APPENDIX 2. REFERENCES.........................................145

Chapter One

Survey of Teaching Methods

Introduction

The way you teach is as important as what you teach.

Good objectives will be wasted if the teaching method is poor, but even the best methods will have little or no value if courses lack objectives. This chapter and several that follow discuss various ways to deliver instruction—the teaching methods.

As illustrated by Figure 1, adult learning begins with a student who has a desire for new knowledge or a need for new experience. The learning process is facilitated by an instructor who has the required knowledge and experience to help the student achieve his or her outcomes. The instructor and student act as partners in the educational journey, with a common understanding of the objectives and with active dual participation in the learning process. Learning may involve various teaching methods, criterion-based evaluations of student performance—and candid, frequent, ongoing feedback.

After determining the lesson objective, choose a method of instruction based on the student's abilities as a learner. Remember that adult students learn best by doing, discussing, listening, observing, and participating. The instructor's role? Selecting a teaching method that will result in the most meaningful learning experience.

This chapter surveys a number of teaching methods. Although descriptions are short, there should be enough detail to identify methods that deserve further study. Four teaching methods (lecture, teaching interview, case study, and experiential) are described in considerable detail in subsequent chapters. They merit closer discussion because of their specific applicability to college or university classroom instruction.

For the sake of clarity, the individual methods described in this chapter have been grouped into five broad categories—presentation methods, demonstration-performance methods, self-paced methods, discussion methods, and application methods. Remember that no one particular method is suitable for every teaching situation.

Presentation Methods

Presentation learning methods provide situations in which the skill or material to be learned is in some way presented to, or demonstrated for, the learner. Some presentation methods require little, if any, activity from students other than their attention. Others demand considerable student participation. What distinguishes these methods from other categories? Students begin the learning experience here with little or no previous exposure to the material or skills to be learned.

Teaching Lecture—The lecture is a formal or informal presentation of information, concepts, or principles. The formal lecture is usually presented to large groups of people (more than 50), with no active participation by the students. The learning experience is essentially passive. The informal lecture targets smaller groups and students participate by responding to questions.

Briefing—The briefing, a formal or informal presentation in which a variety of significant facts are presented as concisely as possible, is not strictly a teaching method but is sometimes used in school situations. Briefings rarely cover material beyond the knowledge level of the audience, and are almost always accompanied by visual representation of the material as charts, graphs, or powerpoint slides.

Guest Lecture—a guest instructor brings variety to the class and provides information in an area where the primary instructor may not be an expert.

Dialogue—Dialogue occurs with the interaction between two or more persons, one of whom may be an instructor. Sharply opposing points of view may be presented. The dialogue is often highly structured toward preplanned learning objectives, and it may take the form of questions and answers.

Teaching Interview—in a teaching interview, the instructor questions a visiting expert and follows a highly structured plan that leads to educational objectives. The advantage of the teaching interview over the guest lecture? The instructor controls the expert's presentation. Students can interact with the subject matter expert during a question-and-answer period that follows the interview.

Panel—a panel is a structured or unstructured discussion involving two or more experts, generally facilitated by the instructor. A panel can be presented in a variety of ways, such as constructive arguments followed by debate, response to questions from the instructor or students, a preplanned agenda, a fixed or a random order of speakers, or free discussion.

Skits, Mini-Plays, and Other Dramatizations—These methods often effectively introduce variety into instruction and learning. A subdivision of dramatization is role-playing by a college instructor to point out good or bad examples. (role-playing by the college instructor differs from role-playing by students, a simulation method.)

Demonstration-Performance Methods

The demonstration-performance is the presentation or portrayal of a sequence of events to show a procedure, technique, or operation. It frequently combines oral explanation with the operation or handling of systems, equipment, or material. This method commonly supports small-group learning in a classroom or laboratory. It requires significant instructor guidance and feedback.

Coaching—Coaching is a formal, student-centered activity generally involving a college instructor and learner in a one-on-one relationship. Coaching can help students prepare for experiential activities, help them get ahead, or help learners with special needs. whether used for an individual or for small groups, coaching requires significant student involvement and instructor feedback.

A videotape of student performance is an excellent coaching aid when supplemented by a college instructor's analysis and critique ... and is particularly effective at improving the teaching and facilitation skills of new college instructors.

Self-Paced Methods

Self-paced instruction allows students to learn at their own speed...