Blending stories into a study of history turns the past into a dynamic place.

Seven Reasons I Teach With Historical Fiction

by Tarry Lindquist, National Elementary Teacher of the Year as selected by the National Council for the Social Studies. Tarry is a fifth grade teacher at Mercer Island, Washington.

1. It piques kids' curiosity. Although I sometimes begin units with chapter books, more often I start with picture books because they're engaging and full of information. Before I read aloud, we make a class list of what students already know about the topic, and then I say: "When I finish reading, I'd like each of you to ask a question related to the story. The only rule is, no question can be asked twice." Afterward, I launch investigations, saying, "Now that we've looked at what happened to one pioneer family, let's find out if their experience was typical or unusual."

2. It levels the playing field. Some kids come to class with a deep background knowledge to draw upon, while others have just shallow reservoirs. Reading historical fiction promotes academic equity because comparing books from one unit to the next provides kids with equal opportunities to develop historical analogies. I ask, "How is the story we read for this unit similar to and different from the one we read last month?"

3. It hammers home everyday details. Picture books today provide visual and contextual clues to how people lived, what their speech was like, how they dressed, and so on. When accurately portrayed, these details are like a savings account that students can draw on and supplement — each deposit of information provides a richer understanding of the period.

4. It puts people back into history. Social studies texts are often devoted to coverage rather than depth. Too often, individuals — no matter how famous or important — are reduced to a few sentences. Children have difficulty converting these cryptic descriptions and snapshots into complex individuals who often had difficult choices to make, so myths and stereotypes flourish. Good historical fiction presents individuals as they are, neither all good nor all bad.

5. It presents the complexity of issues. If you were to draw a topographical map of an issue, there would be hills and valleys, because most issues are multifaceted. Yet traditionally, historical issues have been presented to children as flat, one-dimensional, or single-sided. Historical fiction restores the landscape of history, warts and all, so children can discover that dilemmas are age-old. My kids often make lists of the costs and benefits of historical decisions. For example, they draw two posters — one encouraging American colonists to join the Patriots, the other urging them to stay loyal to King George. They also write 35- to 45-second infomercials for each side.

6. It promotes multiple perspectives. It's important for students to share their perspectives, while respecting the opinions of others. Historical fiction introduces children to characters who have different points of view and offers examples of how people deal differently with problems. It also informs students about the interpretive nature of history, showing how authors and illustrators deal with an issue in different ways.

7. It connects social studies learning to the rest of our school day. Historical fiction, while enhancing understanding of the past, can help you integrate social studies across the curriculum.

Tips for Choosing Good Historical Fiction
There's an abundance of historical fiction in libraries, catalogs, and bookstores. To help select the best, use the following criteria and check out the resources listed below.

Criteria
The historical fiction you choose should:

* present a well-told story that doesn't conflict with historical records,
* ortray characters realistically,
* present authentic settings,
* artfully fold in historical facts,
* provide accurate information through illustrations, and
* avoid stereotypes and myths.

Reliable Resources

* Notable Children's Trade Books in the Field of Social Studies, compiled annually since 1972 by the Children's Book Council in cooperation with the National Council for the Social Studies (NCSS). This is the most reliable list I've found. Careful attention is paid to authenticity and historical accuracy. Single copies cost $2. Send a check and a self-addressed, stamped (3 oz.) 6-by-9-inch envelope to the Children's Book Council, 568 Broadway, Suite 404, New York, NY 10012.
* Social Studies and the Young Learner, a quarterly magazine published by NCSS, features a regular column on books appropriate for elementary social studies and suggestions for use. To subscribe ($15/year), contact the National Council for the Social Studies, 3501 Newark St. NW, Washington, DC 20016; (202) 966-7840.
* An Annotated Bibliography of Historical Fiction for the Social Studies, Grades 5–12, by Fran Silverblank, published by Kendall/Hunt for the National Council for the Social Studies, $14.95; (800) 228-0810.

Grading Essays

How do I grade papers/essays?

When grading papers/essays, use the following four-step process:
When the assignment is given:
-Figure out what the purpose of the assignment is, and generate grading criteria based upon that purpose.
-Share the criteria you decide upon with your students: hand it out in class, and post it on your door.
-Provide models of your grading criteria to your students.
When the assignments are turned in:
-Quickly overview a percentage of the papers to get an overall sense of how the group did on the assignment.
-Skim some papers that you feel are representative of the range of quality in the student work.
-Use these papers to start four piles: High, Medium High, Medium Low, and Low.
Digging into the grading:
-Always use a pencil on your first run through: as you develop your sense of how the students did, you will probably go back and fine-tune the papers you graded first!
-Having separated the papers into piles (high, medium, low : not letter grades yet), do an initial read through and assign a preliminary, holistic grade based upon a general impression of the work. Don't get bogged down in details yet, short of marking a plus (+) or minus (-) in the margins next to issues that strike you.
-Now re-read each paper for how it addresses the criteria you identified for the assignment. Two papers may address the same criteria differently. Focus first on what the paper does, before you get to what it doesn't. After a sympathetic read, give it a critical read, marking up the paper to the level that you feel comfortable with.
Marking up the papers:
-Interactive grading poses questions and presents problems the student needs to resolve. For example: "Is this (x) what you mean? How does this connect to your main point?"

Teaching Effectiveness Program
University of Oregon

The Messages We Send (To Our Teaching Assistants)

• Developing Assignments. Some professors prefer to write their own exams and/or paper assignments, whereas others like to collaborate with their TAs in crafting questions. No matter how the assignments are developed, professors should explain the rationale to their TAs. Is the central goal having students use primary documents? Is it to assess their command of the readings? Is it to see how well they apply particular theories to problem sets? Is it to test their knowledge of particular facts? If so, which ones? Why? This kind of information is helpful for TAs developing their own teaching practice and trying to assist students in their sections.

• Assessment. Teaching Assistants are expected to do the vast majority of grading, but professors can provide invaluable assistance by helping establish grading standards and supporting TAs in cases of appeal. Some professors provide TAs with an answer key or a detailed grading rubric to help ease the grading burden, whereas others prefer to meet with their TAs over pizza and grade some exams together. Not only do TAs feel more supported by their professor in these situations, but they can be more confident that their messages to undergraduates reflect the messages the professor wants sent.

From The Messages We Send, Sarah Manekin, University of Pennsylvania

Asking the Right Questions in Class

ASKING THE RIGHT QUESTIONS IN CLASS

Teachers should be liberal in their use of questions while teaching.

Numerous research studies have found a correlation between questioning and student learning. Questions serve a variety of purposes:

* They can be used to discover what students already know

* They can be used to determine what students have learned

* They can be used to gain attention

* They provide variation while teaching

* They can be directed at problem students to get them back on task

* They cause students to think

Levels of Questions: Questions are typically divided into two levels: Higher Order and Lower Order. The higher order questions call for responses from students that require synthesis, analysis and evaluation. Lower order questions require students to provide answers that demonstrate basic knowledge and comprehension (see Unit 1 Developing Higher-Order Thinking Skills for a review of the levels of the cognitive domain). It is desirable to ask both higher order and lower order questions. Research finds professors tend to ask only lower order questions.

Types of Questions: There are several systems for classifying questions. One system classifies questions as convergent or divergent. Convergent questions have a single or limited number of correct answers. Convergent questions typically involve the recall of facts or application of knowledge to a specific situation. Examples of convergent questions are:

What is the chemical formula for photosynthesis?

What are signs of nitrogen deficiency in plants?

Which breeds of livestock would be best adapted for South Texas?

In some classification schemes, convergent questions are called closed

questions.

Divergent questions have many correct answers or even unknown answers. They are often used to get students to think or solve problems. Examples of Divergent questions are:

What do you think will happen to family farms over the next ten years If you were the Secretary of Agriculture, what three things would you do first?

For an agribusiness to be successful, what business principles must be

followed?

Teachers typically asked convergent questions five times more often than

they ask divergent questions. Both types of questions are valuable in the

classroom. In some classification schemes, divergent questions are called

open questions.

A probing question is one in which the teacher asks the student to provide additional information, clarify a response or justify an answer. Teachers should get into the practice of asking probing questions as this causes students to develop higher order thinking skills. Even if a student response to a question is correct, it is appropriate to follow-up with a probing question.

One teaching skill not discussed in Module A of this lesson is cueing. When a student is asked a question and cannot respond, it is ok to provide a hint or clue to help the student. This is called cueing.

Steps in Asking Questions

There is a correct way and incorrect way to ask a question. A novice teacher may throw out a question or two to the class, get no response, and then decide not to use questioning as a part of the teaching repertoire. The problem was in the way the question was asked. In using questions the following sequence is recommended:

1.Ask the question. The question should be clearly stated and correctly

phrased. If all you get are blank looks after asking a question, it may be

because the question is poorly worded. When teachers come up with questions on the spur of the moment, they may not be the greatest example of precise wording. It isn't a bad idea to write down 2-3 questions you might want to ask and place those in your lecture notes.

2.Pause. After the question is asked, the teacher should pause for several

seconds. This allows time for students to formulate a response. The longer the pause, the better the response will be. Research shows the average pause time after a question is asked is eight-tenths of a second. This is inadequate. Research shows the quality of the response is improved if more time is allowed for students to think.

3.Call on a student by name. There are two things that generally happen

when a teacher asks a question, but doesn't call on a specific student to

respond.

A. No one will respond. Broadcast questions such as "Does anybody know..." or "Who knows..." rarely invoke a response; especially early in the semester. After rapport has been established, a professor may be able to

ask this type of question. A specific student should be called on to answer the question.

B. One or two students may dominate the class if no one is called on to

respond. Every time a question is posed, the same couple of students will

answer. This is not desirable.

There are some people who are reluctant to call on a student by name

because they might embarrass the student if the student doesn't answer the question correctly. As long as the professor doesn't lambaste the student for not knowing the answer and makes it a habit to call on all students in the class as a matter of course instead of singling out a few, this isn't a major problem.

The reason the questioning process starts with stating the question instead of identifying a student to answer is because this will cause all the students to have to think of the answer. If the teacher calls on a student and then asks the question, the other students tend to relax.

4.Acknowledge the answer, probe or redirect the question. The manner in

which the teacher reacts to a student response to a question depends up the time available and the goals trying to be accomplished. The simplest

response is to say "That is correct" or "That isn't quite right" or

something to that effect. The student response should beacknowledged but a master teacher will build upon the student response whether it correct or incorrect. A master teacher will probe further (Why do you believe that to be true? Are you sure? Why did you respond that way?) or redirect the question to another student (Do you agree? What do you think?). The question may be redirected to 3-4 other students. Even if the original response was correct, it is not a bad idea to bounce the same question off of several students. Probing and redirecting the question promotes a deeper level of understanding and thinking.

5.State the correct response. Before a question is left, the teacher should

emphasize the correct answer.


- University of Oregon Teaching Effectiveness Program

Checking Students' Understanding of the Material

Ask students to write a "minute paper." Davis, Wood, and Wilson (1983) describe a Berkeley physics professor who, in the late 70s , developed this technique, which can be used in any discipline. At the end of a class period, ask your students to write for a minute or two on the following two questions: "What is the most significant thing you learned today?" and "What question is uppermost in your mind at the end of today's class?" The resulting minute papers, submitted anonymously, will enable you to evaluate how well you have conveyed the material and how to structure topics for the next class meeting. Angelo (1991) and Mosteller (1989) describe a Harvard statistics professor who asks students "What was the 'muddiest point' in my lecture today?"

Ask students to list key concepts or ideas. At the conclusion of a series of lectures or readings about a particular topic, ask students to write short phrases summarizing the three to five key concepts or main ideas about the topic. You can review these lists to verify whether your students have grasped the important ideas. Students can also use their lists to review for exams. You may want to initiate a class discussion that asks students to compare and contrast their entries or define and apply the concepts. (Source: Angelo and Cross, 1988)

Ask students whether they are understanding you or not. But avoid the generic "Any questions?" Instead ask, "How many are following me?" or "How many are with me on this point?" Also refrain from posing general questions that might put students on the spot: "Who is lost?"

Have students briefly paraphrase a lecture or a reading assignment. At the beginning of the class period, you can request oral or written paraphrases and then judge whether students have understood the assigned reading or the last lecture. Or you can request paraphrases at the end of the period to check on whether students understood the material you presented.

Ask students to provide a closing summary. At the end of a class session, ask students, individually or in pairs, to write a very brief summary of the main ideas you covered in class. Have students turn in their summaries--making sure they understand this is not a quiz. Or at the beginning of class, ask students to summarize the main ideas from the previous class or the reading and to write one question they expect to be answered during class.

Encourage students to form study groups. Invite representatives of the study groups to meet with you to discuss any difficulties with the subject matter. Study groups provide students with opportunities to learn from one another, and some students may find it easier to seek assistance as a group rather than as individuals.

Have students turn in class notes as an assignment. Before a midterm or final exam, require students to turn in their lecture notes, course assignments, homework, and quizzes accompanied by a detailed table of contents. You will be able to get a sense of how well students are understanding the material and to identify who is having trouble in the class and needs help. Students will find that compiling a good set of detailed notes and a table of contents will help them study for the exam. Make sure you let your students know, early in the course, that this will be required.

Encourage graduate student instructors to give you comments about the course. If you have GSIs, they can be a valuable source of information on how the course is progressing and whether students are learning the material. Most student complaints eventually find their way to a GSI. Ask GSIs to give you brief written reports on any problems the students may be having in the course (for example, have them list the one or two things that caused students the most difficulty in class last week). (Source: Davis, 1988)

Creating a Positive Classroom Environment

What an instructor does in the first few class sessions sets the tone for the rest of the semester. We know from research on teaching that students learn best in student-centered classrooms where they are actively involved not only with the subject matter but also with their classmates and their teachers. Teacher-centered courses, which emphasize formal lectures and note taking, questions held until the end of class, and little student participation in learning activities, do not seem to promote as much learning as classrooms in which students have a voice. Although students may be reluctant at first to take part in learning activities, most of them report that they remember material best when they engage with it during class, not just during private study time. What can teachers do to create an environment in which students are willing to be active participants?

BE SENSITIVE TO INDIVIDUAL DIFFERENCES. One essential characteristic of effective teaching is that it be responsive to the individual needs of students. There are simply too many differences among students for a teacher to be able to teach all of them the same thing at the same time. However, quality teaching entails being sensitive to individual differences in preferred learning styles by varying the rate, amount, nature or content of the instruction given. Teachers who alter instruction to accommodate individual differences send the message that they want to reach all of their students all of the time. Students are much more likely to participate actively in learning activities when they know that their teacher has carefully considered their needs.


During one of the first few class meetings, tell your students that you will incorporate a variety of teaching approaches toward the subject matter; then, keep your commitment throughout the course. Ask your students to suggest new methods of learning material and to give feedback on the methods you implement. Students will respect you when they know that they have a voice in how they learn, not just what they learn.

LEARN STUDENTS' NAMES. Calling students by name signifies a positive relationship between teachers and students. Students who recognize that their teachers think of them as individuals with individual needs will feel more comfortable in class and be more responsive in discussions.


Ask your students to introduce themselves the first day and have them state their names whenever they speak during the first few class sessions. Write a few notes about students to remind you of their names and interests. Encourage your students to learn classmates' names as well and to use them in class discussions.

MAKE SURE THAT THE CLASSROOM IS SET UP IN A WAY THAT IS CONDUCIVE TO A POSITIVE CLIMATE. Asking students to come to the front of the room so that they are close to each other encourages more participation than an arrangement with students scattered around the classroom. For a small discussion section, it may be useful to arrange chairs in a circle or a U shape.


Feel free to change the seating arrangement in your classroom according to the method of instruction you are using. Your students will be less likely to become bored if you show them that your classroom is not a static but a changing environment. Having them switch seats can make them interact with more of their classmates. However, do not experiment with the seating arrangement so often that your students feel uncomfortable.

TELL STUDENTS WHAT YOUR EXPECTATIONS ARE THE FIRST DAY OF CLASS. Most students feel anxious when they are not certain what behaviors teachers expect from them. When teachers clearly and consistently communicate their expectations for student behavior, they help to ease student anxiety.


Tell your students that you expect them to come to class prepared, to ask questions and to discuss the material on a daily basis. Work out a system for holding your students responsible for class participation, include a section in your syllabus about how you will evaluate their participation, and consistently follow the rules you established. Encourage your students to help develop ground rules for discussion and include these guidelines in your syllabus. Ground rules may include:

0. No personal attacks

0. one person talks at a time

0. everyone has a right to his or her opinion.

See "Proposed Ground Rules for Discussion" by L. Cannon.

COME BEFORE AND STAY AFTER CLASS TO TALK TO STUDENTS. This time can allow the teacher to build individual relationships with students. These small contacts can create more personal climate. Students may feel more comfortable asking questions, expressing their concerns, or seeing you about difficulties on an individual basis.


Tell your students in advance if you have to rush off to another class directly after the one(s) you teach so that they will not feel snubbed if you do not have time to answer their questions after class. Be sure to tell them when and where they can reach you to ask you additional questions.

CREATE A SAFE ENVIRONMENT FOR STUDENT PARTICIPATION. Teachers can foster a safe climate by insuring that:

They never ridicule a student's questions or remarks. It takes only one or two instances of "That's a stupid comment. Haven't you prepared for class?" to discourage participation.

You can disagree with a student without attacking him or her personally (e.g., "As I see it ...."). Remember always to dignify learners' responses by restating their valid points or crediting the thoughtfulness of their contributions.

They confront students who attack other students. (e.g., "John, state what you think rather than attacking another student.").

When you confront students who treat their classmates disrespectfully, you model for your students proper classroom etiquette. Your students will take you more seriously if they know you enforce the rules you include in your syllabus.

One way to encourage participation is to reinforce appropriate student behavior both verbally and non-verbally.

Make frequent eye contact with your students. Move around the room often and offer words of praise such as "good" or "interesting" to students who are participating. Refer to student contributions in your remarks with phrases such as "As Sally said..." or "Would anyone like to respond to Joe's point?" Write student responses on the board, a flipchart, or a transparency, and include them in your handouts as often as possible to acknowledge contributions. Use student points in your remarks (e.g., "As Mike pointed out...").

0.

BEGIN TEACHING THE SUBJECT MATTER THE FIRST DAY OF CLASS. Because your class roster is not stable the first day of class, it is tempting to do little more than administrative housekeeping. Remember, however, if you do not take the subject matter seriously, neither will your students. If you want a classroom where students come to work diligently, you need to begin teaching the content the first day of class. Let the first day set the tone for the rest of the semester. Let the first class set the tone for the weeks to follow by enlisting student interest, inviting their participation, and beginning to build a sense of community.

Tips for Managing the Classroom Environment

1. Start class on time, sending a message that being there is important. If a student arrives late several days in a row, say something before it becomes a habit.

2. End class on time. If you begin letting students out early, they will begin routinely packing up their backpacks before class is over; if you go over time on a regular basis your students will become resentful.

3. Announce your office hours and keep them faithfully. Being accessible can prevent many problems.

4 . Set policies at the beginning of the course. In particular, make sure attendance and grading policies are clear, preferably in writing.

5. Be conscious of signs of racial or sexual harassment, whether by you, towards you, or towards other members of the class. Make it clear by your wordsand actions that put-downs or derogatory comments about any groups for whatever reason are simply not acceptable.

6. Refer students with psychological, emotional, academic, or financial trouble to the appropriate counselors. You can be sympathetic and supportive, but becoming a student's counselor can cause problems.

7. When acting as a teaching assistant, involve yourself only to the extent that you are expected to be involved. If the professor you are assisting is in charge of determining grades and you receive complaints about grades, have the students deal with the professor. Do not foster a "me against you" attitude, and do not side with the students against the professor.

- These tips are adapted from those provided by the Center for Teaching Effectiveness at Pennsylvania State University.

Encouraging Student Participation in Discussion

Encouraging Student Participation in Discussion

from Tools for Teaching, Barbara Gross Davis

Encourage students to learn each other's names and interests. Students are more likely to participate in class if they feel they are among friends rather than strangers; so at the beginning of the term, ask students to introduce themselves and describe their primary interests or background in the subject (Tiberius, 1990). These introductions may also give you some clues about framing discussion questions that address students' interests.

Get to know as many of your students as class size permits. In classes of thirty or less, learn all your students' names. If you require students to come to your office once during the first few weeks of class, you can also learn about their interests. Class participation often improves after students have had an opportunity to talk informally with their instructor.

Arrange seating to promote discussion. If your room has movable chairs, ask students to sit in a semicircle so that they can see one another. At a long seminar table, seat yourself along the side rather than at the head. If appropriate, ask students to print their names on name cards and display them on their desk or the table. Research reported by Beard and Hartley (1984) shows that people tend to talk to the person sitting opposite them, that people sitting next to each other tend not to talk to one another, that the most centrally placed member of a group tends to emerge as leader, and that leaders tend to sit in the least crowded parts of a room.

Allow the class time to warm up before you launch into the discussion. Consider arriving two to three minutes early to talk informally with students. Or open class with a few minutes of conversation about relevant current events, campus activities, or administrative matters. (Sources: Billson, 1986; Welty, 1989)

Limit your own comments. Some teachers talk too much and turn a discussion into a lecture or a series of instructor-student dialogues. Brown and Atkins (1988) report a series of studies by various researchers that found that most discussion classes are dominated by instructors. In one study (p. 53) faculty talked 86 percent of the time. Avoid the temptation to respond to every student's contribution. Instead, allow students to develop their ideas and respond to one another.

Creating a Positive Classroom Environment

Creating a Positive Classroom Environment (Part II)

[From Tools for Teaching by Barbara Gross Davis; Jossey-Bass Publishers: San Francisco, 1993.)

Introduce yourself to your class. In addition to telling students how you wish to be addressed, say something about your background: how you first became interested in the subject, how it has been important to you, and why you are teaching this course. Convey your enthusiasm for the field and the subject. For many students, the instructor's enthusiasm about the course material is a key motivator for learning. (Sources: "The First Day of Class," 1989; Wolcowitz, 1984)

Ask students to fill out an introduction card. Have students indicate their name, campus address, telephone number, electronic mail address, year in school, and major field. You might also ask them to list related courses they have taken, prerequisites they have completed, other courses they are taking this semester, their reasons for enrolling in your course, what they hope to learn in the course, tentative career plans, and something about their outside interests, hobbies, or current employment. Make sure that students who later enroll in the course complete an introduction card.

Begin to learn student's names. By learning your student's names, you can create a comfortable classroom environment that will encourage student interaction. Knowing your students' names also tells them that you are I interested in them as individuals. As you call roll, ask for the correct pronunciation and how the student prefers to be addressed. If your course enrolls fewer than forty students, call the roll for several class meetings to help you learn names. During the term, call students by name when you return homework or quizzes, and use names frequently in class. Ask students who are not called upon by name to identify themselves. Here are a variety of other strategies for learning students' names:

Photographs: Consider grouping students for Polaroid pictures during the second week of class. In a single shot you may be able to photograph four or five people. The act of posing for a picture breaks the ice and creates an informal, relaxed environment. Circulate the photographs and have students write their name underneath their picture. If you do not have access to a camera, ask students to submit a small photograph of themselves (such as those taken in penny arcade photo booths or from their driver's license or student photo ID). Photocopies of photographs are fine. Place these photos on students' information sheets or introduction cards. Photographs are helpful in recalling a student before an appointment, or later on, when you are asked to write a recommendation for a student, you can refer back to the picture to jog your memory.

Name cards: For a seminar class, use the United Nations model of place cards in front of each student. In a studio or lab course, post students' names above their workstations.

Seating chart: Ask students to sit in the same seats for the first few weeks, and prepare a seating chart. Or block out on a piece of paper general locations within the room and write the names of students inside the appropriate blocks, instead of labeling exact seats. Try to memorize four or five names at each class session.

Name game: In small classes, ask the first person to give her name. The second person gives the name of the first person and his own name, and the third person gives the names of the first two people followed by her own name. The chain continues until it returns to the first person, with the instructor preferably near the end. (Source: Scholl-Buckwald, 1985)

Introductions: For large lecture classes, at the beginning of each class period, ask six or eight students to introduce themselves.

Give students an opportunity to meet each other. Ask students to divide themselves into groups of three to five and introduce themselves. Or have students group themselves by residence halls or living groups so that they can identify nearby classmates to study with (Heine and others, 1981). Or go around the room and ask all students to respond to one question, such as "What's the one thing you really want to learn from this course?" or "What aspect of the course seems most appealing to you?" Such questions are more interesting than those about students' majors or year in college.

Ask students to interview each other outside of class. If your course has a writing component, you might ask students to write a brief description of their partner. The class could agree on the interview questions beforehand, or each student could devise his or her own items. (Source: Scholl-Buckwald, 1985)

If your class is small, conduct a "people search." Students receive a sheet of paper with five to ten statements and a space for a signature near each statement. The statements should be relevant to students in your class and can be a mix of personal and academic attributes: "Someone who works and goes to school," "Someone who has taken (a related course)," "Someone who has already purchased the textbooks," "Someone who is left-handed," "Someone who knows the order of the planets" (or other content-related question). Students are given ten minutes to obtain as many signatures as possible. You can spend a few minutes debriefing to generate a class profile. Or you can compile the information for distribution at the next class meeting so students have a written record about their classmates. (Sources: Erickson and Strommer, 1991; Weisz, 1990)

Break students into small groups. An English professor divides the class into groups of six and gives each member of the group one line of a six-line poem. Students are asked to reassemble the poem and discuss what the poem means. A sociology professor asks groups of students to come up with a list of the ten most important events (or people) in history. After ten or fifteen minutes, the groups' responses are placed on the board for discussion and interpretation. (Source: Erickson and Strommer, 1991)

Encourage students to exchange phone numbers. If all students agree, ask them to write their name, telephone number, and electronic mail address on a plain sheet of paper and make copies of this roster for them. Encourage students to call their classmates about missed classes, homework assignments, and study groups. Or have students complete 3" x 5" cards and exchange cards with two or three classmates. (Source: "The First Day of Class," 1989)

Issues to Clarify With Your GTFs Upfront

Checklist: Issues to Clarify With Your GTFs Upfront
(from the Eberly Center for Teaching Excellence, Carnegie Mellon)

?? ?What are the main course goals??

Are some of these goals more important than others for the work your TAs will do with students?

What will your TAs' responsibilities be?

A more complete list of possible responsibilities is available on request from the Center for Teaching.

• attending lectures
• attending weekly TA meetings
• drafting or revising grading keys
• providing written feedback (individual comments, detailed solution sets)
• reporting on common student errors or difficulties
• preparing quizzes, handouts, assignments, exam questions
• holding regular office hours
• conducting review sessions before exams
• giving guest lectures (as needed or as a learning experience)
• maintaining grade records
• giving a percentage of the final grade based on activities in section meetings
• recording attendance
• proctoring exams
• maintaining on-line resources for students?

What do you expect the students to know or be able to do from prior courses?

If you expect wide variation in students' backgrounds, is there anything specific your TAs should do in response (e.g. offer tutoring, conduct review sessions, find extra "challenge" problems)?

How much will your TAs interact with students?

Will students be expected to attend section meetings, participate actively in recitation/discussion, seek help with assignments out of class, or attend help sessions? If section meetings are optional, how can students be encouraged to attend?

How often will TAs meet with you to discuss the course?

If there are multiple TAs, will you meet to discuss how to coordinate activities?

How many hours, on average, should your TAs expect to devote to this course?

How much will that fluctuate over the semester? Do you have any suggestions about how your TAs can be most efficient?

What are the criteria for grading in this course and how can TAs be sure their grading is calibrated properly to your standards?

For example, how is partial credit awarded? To what extent is collaboration allowed or encouraged? How will the final grades be determined?

About what policies, if any, do your TAs have authority to make decisions and for what issues do you want them to refer questions to you?

• requests for regrading
• granting an extension accepting late assignments
• giving a make-up quiz responding to suspected cheating or plagiarism helping a student find additional assistance for personal or academic problems

How much flexibility do TAs have in how they fulfill their responsibilities?

What aspects of their teaching are important to maintain consistency across sections or to fulfill specific course objectives?

In what ways will TA work be evaluated?

Will they receive feedback from you and/or students about their performance?

• faculty review of graded exams or papers
• classroom visits and feedback
• videotaping and review
• early or midterm course evaluations
• end-of-course student evaluations via Faculty Course Evaluations (FCEs)
• end-of-course student evaluations specific to TA responsibilities

The First Day of Class

The First Day of Class (Part I)

[From the hard copy book Tools for Teaching by Barbara Gross Davis; Jossey-Bass Publishers: San Francisco, 1993.)

The first day of class sets the tone for the rest of the term. It is natural for both students and instructors to feel anticipation, excitement, anxiety, and uncertainty. To pique students' interest and anticipation, convey your enthusiasm for the material and stimulate students' curiosity about topics that will be covered during the term. To reduce students' anxiety and uncertainty, try to create a relaxed, open classroom environment conducive to inquiry and participation, and let students know what you will expect from them and what they can expect from you and the course. The following suggestions, intended to help you get your class off to a good start, address the three important tasks of the first day: handling administrative matters, creating an open friendly classroom environment, and setting course expectations and standards.

Visit the classroom before the first meeting. Locate and figure out how to work the lights, the blinds, and the ventilation. Check any audiovisual equipment (microphone, slide or overhead projector) you will be using. Find out how to obtain help if a bulb burns out or a piece of equipment malfunctions. Get comfortable speaking in the room and see how well your voice carries. Make sure your handwriting on the chalkboard is legible from the back row. (Source: Johnson, 1988)

Build a sense of community in the classroom. In general, students learn more and work harder in classes that spark their intellectual curiosity and allow for active involvement and participation. For the first day, plan an activity that provides opportunities for students to speak to one another or solve problems. Students also tend to work harder and respond more positively if they believe the 'instructor views them as individuals rather than as anonymous faces in the crowd (Wolcowitz, 1984). From the start, then, make an effort to get to know your students and express your interest in working with them during the semester.

Address students' concerns. Students enter a new class with several questions: Is this the right course for me? Does the teacher seem competent and fair? How much work will be required? How will I be evaluated? Use the first day to help your students understand how the class will serve their needs, and demonstrate your commitment to help them learn.

Set the tone for the rest of the semester. Greet students when they enter the classroom. Start and finish class on time. Encourage questions, and give students the opportunity to talk. Stay after class to answer questions, or invite students to walk with you back to your office.

Make the time worthwhile. Once administrative tasks are completed, plunge into substantive material. This signals to students that you are serious about making their time worthwhile and that you expect progress to be made at each session.

Expect some awkwardness. All teachers, especially beginning instructors, feel a twinge of apprehension before the first class. Do your best to assume a confident attitude. Keep in mind that to your students your nervousness is likely to be perceived as energy and enthusiasm. Arriving early on the first day of class and talking informally to students may help you relax. (Source: Marincovich and Rusk, 1987)

Taking Care of Administrative Tasks

Write the course name and number on the board. This message will alert any students who are in the wrong classroom to leave before you begin. (Source: Hilsen, 1988)

Take attendance. Call the roll or ask students to sign in. Have a contingency plan if more students than you can accommodate want to enroll. Check with your department to see whether policies exist for preferential enrollment. Some faculty give preference to graduating seniors. Others make certain that students have the prerequisites and then select enrollment by lottery. If your course is an elective, plan on admitting a few more students than you can comfortably accommodate; a small number will end up dropping your course.

Mention department course policies. Explain procedures for wait lists, adding and dropping courses, and so on. Know where to refer students who have problems in these areas.

Explain the procedures for the course's sections. If your course has sections, make sure that all students know which section they are enrolled in, who their graduate student instructor is, and when and where the section meets. Describe the relationship between the course and its sections and how sections will be run. Have the graduate student instructors introduce themselves.

Review any prerequisites for the course. Let students know what skills or knowledge they are expected to have and whether alternate experience or course work will be accepted. Is help available for those who do not have all the prerequisite skills? If computer work is part of the course, will training be provided?

Define your expectations for student participation. Besides turning in all written assignments and taking exams, what do you expect of students during class? See "Leading a Discussion."

Tell students about campus policies on academic honesty. State your expectations, and let students know what you regard as cheating and impermissible collaboration. See "Preventing Academic Dishonesty"

Hand out and discuss the course syllabus. One faculty member has students read the syllabus and then form groups to identify questions about the course or the instructor (Serey, 1989). Hearing these questions on the first day lets a professor know immediately what concerns are uppermost in students' minds.

Invite students to attend your office hours. Be sure students know where your office is and encourage them to stop by with questions and course-related problems. Make a special point of asking students who feel they may need academic accommodations for a physical or learning disability to see you so that appropriate arrangements can be made.

Review safety precautions. If your course requires lab work or fieldwork, review safe practices for using equipment and supplies and discuss emergency procedures. Show students how to use equipment safely and appropriately. (Source: Johnson, 1988)

Review emergency procedures. Let students know what to do in case of fire, tornado, earthquake, evacuation, or other emergency.

Bring copies of the required texts to the first class meeting. Know which stores besides the campus bookstore stock the texts. Are used copies available? Is the textbook on reserve in the library?

Tape the session, if appropriate. For students who miss the first day of class, make available a videotape or audiotape that they can review on their own. This way you do not have to keep repeating the material as new students join your class. If taping is impractical, ask students who enroll after the first day to obtain notes from someone who attended that session.

Minimizing Students' Complaints About Grading

Tools for Teaching, Barbara Gross Davies, Jossey-bass Publishers: San Francisco, 1993

Minimizing Students' Complaints About Grading

Clearly state grading procedures in your course syllabus, and go over this information in class. Students want to know how their grades will be determined, the weights of various tests and assignments, and the model of grading you will be using to calculate their grades: will the class be graded on a curve or by absolute standards? If you intend to make allowances for extra credit, late assignments, or revision of papers, clearly state your policies.

Set policies on late work. Will you refuse to accept any late work? Deduct points according to how late the work is submitted? Handle late work on a case-by-case basis? Offer a grace period? See "Preparing or Revising a Course."

Avoid modifying your grading policies during the term. Midcourse changes may erode students' confidence in your fairness, consistency, objectivity, and organizational skills. If you must make a change, give your students a complete explanation. (Source: Frisbie, Diamond, and Ory, 1979)

Provide enough opportunities for students to show you what they know. By giving students many opportunities to show you what they know, you will have a more accurate picture of their abilities and will avoid penalizing a student who has an off day at the time of a test. So in addition to a final exam, give one or two midterms and one or two short papers. For lower-division courses, Erickson and Strommer (1991) recommend giving shorter tests or written assignments and scheduling some form of evaluation every two or three weeks.

Consider allowing students to choose among alternative assignments. One instructor presents a list of activities with assigned points for each that take into account the assignments' educational and motivational value, difficulty, and probable amount of effort required. Students are told how many points are needed for an A, a B, or a C, and they choose a combination of assignments that meets the grade they desire for that portion of the course. Here are some possible activities:
• Writing a case study
• Engaging in and reporting on a fieldwork experience
• Leading a discussion panel
• Serving on a discussion panel
• Keeping a journal or log of course-related ideas
• Writing up thoughtful evaluations of several lectures
• Creating instructional materials for the course (study guides, exam questions, or audiovisual materials) on a particular concept or theme
• Undertaking an original research project or research paper
• Reviewing the current research literature on a course-related topic
• Keeping a reading log that includes brief abstracts of the readings and comments, applications, and critiques
• Completing problem-solving assignments (such as designing an experiment to test a hypothesis or creating a test to measure something)

(Source: Davis, Wood, and Wilson, 1983)

Stress to students that grades reflect work on a specific task and are not judgments about people. Remind students that a teacher grades only a piece of paper. You might also let students know, if appropriate, that research shows that grades bear little or no relationship to measures of adult accomplishment (Eble, 1988, p. 156).

Give encouragement to students who are performing poorly. If students are having difficulty, do what you can to help them improve on the next assignment or exam. If they do perform well, take this into account when averaging the early low score with the later higher one. (Source: Lowman, 1984)

Deal directly with students who are angry or upset about their grade. Ask an upset student to take a day or more to cool off. It is also helpful to ask the student to prepare in writing the complaint or justification for a grade change. When you meet with the student in your office, have all the relevant materials at hand: the test questions, answer key or criteria, and examples of good answers. Listen to the student's concerns or read the memo with an open mind and respond in a calm manner. Don't allow yourself to become antagonized, and don't antagonize the student. Describe the key elements of a good answer, and point out how the student's response was incomplete or incorrect. Help the student understand your reasons for assigning the grade that you did. Take time to think about the student's request or to reread the exam if you need to, but resist pressures to change a grade because of a student's personal needs (to get into graduate school or maintain status on the dean's list). If appropriate, for final course grades, offer to write a letter to the student's adviser or to others, describing the student's work in detail and indicating any extenuating circumstances that may have hurt the grade. (Sources: Allen and Rueter, 1990; McKeachie, 1986)

Keep accurate records of students' grades. Your department may keep copies of final grade reports, but it is important for you to keep a record of all grades assigned throughout the semester, in case a student wishes to contest a grade, finish an incomplete, or ask for a letter of recommendation.

Making Effective Use of Grading Tactics
Return the first graded assignment or test before the add/drop deadline. Early assignments help students decide whether they are prepared to take the class (Shea, 1990). Some faculty members give students the option of throwing out this first test (Johnson, 1988). Students may receive a low score because they did not know what the instructor required or because they underestimated the level of preparation needed to succeed.

Record results numerically rather than as letter grades, whenever possible. Tests, problem sets, homework, and so on are best recorded by their point value to assure greater accuracy when calculating final grades. (Source: Jacobs and Chase, 1992)

Give students a chance to improve their grades by rewriting their papers. Many faculty encourage rewriting but do not count the grades on rewritten papers as equivalent to those of papers that have not been rewritten. See "Helping Students Write Better in All Courses."

If many students do poorly on an exam, schedule another one on the same material a week or so later. Devote one or more classes to reviewing the troublesome material. Provide in-class exercises, homework problems or questions, practice quizzes, study group opportunities, and extra office hours before you administer the new exam. Though reviewing and retesting may seem burdensome and time-consuming, there is usually little point in proceeding to new topics when many of your students are still struggling. (Source: Erickson and Strommer, 1991)

Evaluating Your Grading Policies
Compare your grade distributions with those for similar courses in your department. Differences between your grade distributions and those of your colleagues do not necessarily mean that your methods are faulty. But glaring discrepancies should prompt you to reexamine your practices. (Source: Frisbie, Diamond, and Ory, 1979)

Ask students about your grading policies on end-of-course questionnaires. Here are some sample questions (adapted from Frisbie, Diamond, and Ory, 1979, p. 22):

To what extent:
• Were the grading procedures for the course fair?
• Were the grading procedures for the course clearly explained?
• Did you receive adequate feedback on your performance?
• Were requests for regrading or review handled fairly?
• Did the instructor evaluate your work in a meaningful and conscientious manner?

References
Allen, R. R., and Rueter, T. Teaching Assistant Strategies. Dubuque, Iowa: Kendall/Hunt, 1990.

Crooks, T. J. "The Impact of Classroom Evaluation Practices on Students."Review of Educational Research, 1988, 58(4), 438-48 1.

Davis, B. G., Wood, L., and Wilson, R. The ABCs of Teaching Excellence.Berkeley: Office of Educational Development, University of California, 1983.

Eble, K. E. The Craft of Teaching. (2nd ed.) San Francisco: Jossey-Bass,1988.

Erickson, B. L., and Strommer, D. W. Teaching College Freshmen. San Francisco: Jossey-Bass, 1991.

Frisbie, D. A., Diamond, N. A., and Ory, J. C. Assigning Course Grades. Urbana: Office of Instructional Resources, University of Illinois, 1979.

Fuhrmann, B. S., and Grasha, A. F. A Practical Handbook for College Teachers. Boston: Little, Brown, 1983.

Jacobs, L. C., and Chase, C. I.. Developing and Using Tests Effectively: A Guide for Faculty. San Francisco: Jossey-Bass, 1992.

Johnson, G. R. Taking Teaching Seriously. College Station: Center for Teaching Excellence, Texas A & M University, 1988.

Lowman, J. Mastering the Techniques of Teaching. San Francisco: Jossey

Bass, 1984.

McKeachie, W. J. Teaching Tips. (8th ed.) Lexington, Mass.: Heath, 1986.

Scriven, M. "Evaluation of Students." Unpublished manuscript, 1974.

Shea, M. A. Compendium of Good Ideas on Teaching and Learning. Boulder: Faculty Teaching Excellence Program, University of Colorado, 1990.

A Perfect 10 - Scoring Big with Your Students

A PERFECT 10 -YOU CAN SCORE BIG WITH YOUR STUDENTS BY USIING THESE TEACHING TIPS.
By Phillip Wankat and Frank Oreovicz

Do you find yourself teaching to a room full of zombies? The class seems enthusiastic at first, but their attention inevitably wanes. And the apathy is contagious. Even you lose interest. Here are 10 proven steps that can bring you and your class back to life.

1. Prepare a list of educational objectives. They will help students know what to study and what they'll be able to do after completing the class. Studies show that students learn more when provided with this information. Use the well-known Bloom's Taxonomy to develop objectives.

2. Teach inductively. Undergraduates generally learn new material best when it's introduced with simple, specific examples. Once these are mastered, more difficult ones can be presented and a general procedure developed.

3. Avoid MEGO ("my eyes glaze over") by dividing lectures into segments separated by activity breaks. The maximum attention span of most students seems to be about 15 minutes.

4. Practice active learning during the activity breaks. Ask small groups of students to undertake activities such as brainstorming, developing questions for the instructor, or solving a problem. This activity will energize students for the next lecture segment.

5. Be enthusiastic. The reason most of us became professors is because we love the material we teach. Share that enthusiasm and explain why the material is important. Enthusiastic professors have enthusiastic students.

6. Learn students' names. Knowing the names of students is absolutely necessary for developing a rapport with them. By doing so, you'll reduce discipline problems and cheating.

7. Come early and stay late. Coming early allows you time to set up the classroom and sends the message that you want to be there. Staying late is the best way to answer questions.

8. Increase student work time. Students who study more learn more. Encourage study groups for homework and projects. Have one question on the test that is closely related to homework so that its benefits are obvious.

9. Reduce or eliminate time pressure on tests. The purpose of a test is to distinguish between students who know the material and those who don't. Students need time to show what they know. Reduce the length of tests or provide more time.

10. After the first test, ask students how you can help them learn. Give them five minutes to fill out 3" x 5" cards. You will get a number of useful responses. But for this to work, you must follow up on some of them. In large classes we're usually asked to tell students to shut up. By reading such requests out loud, it makes it OK to ask students to be quiet.

Phillip Wankat is head of interdisciplinary engineering and the Clifton L. Lovell Distinguished Professor of Chemical Engineering at Purdue University. Frank Oreovicz is an education communications specialist at Purdue's chemical engineering school. They can be reached by e-mail at purdue@asee.org.
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101 Things to do the first three weeks of class

101 Things to do the first three weeks of class - By Joyce T. Povlacs
Teaching and Learning Center, University of Nebraska-Lincoln

Introduction
Beginnings are important. Whether the class is a large introductory course for freshmen or an advanced course in the major field, it makes good sense to start the semester off well. Students will decide very early - some say the first day of class - whether they will like the course, its contents, the teacher, and their fellow students.

The following list of "101 Things You Can Do..." is offered in the spirit of starting off right. It is a catalog of suggestions for college teachers who are looking for a fresh way of creating the best possible environment for learning. Not just the first day, but the first three weeks of a course are especially important, studies say, in retaining capable students. Even if the syllabus is printed and lecture notes are ready to go in August, most college teachers can usually make adjustments in teaching methods as the course unfolds and the characteristics of their students become known.

These suggestions have been gathered from UNL professors and from college teachers elsewhere. The rationale for these methods is based on the following needs: 1) to help students make the transition from high school and summer or holiday activities to learning in college; 2) to direct students' attention to the immediate situation for learning - the hour in the classroom: 3) to spark intellectual curiosity - to challenge students; 4) to support beginners and neophytes in the process of learning in the discipline; S) to encourage the students' active involvement in learning; and 6) to build a sense of community in the classroom.

Helping Students Make Transitions

1. Hit the ground running on the first day of class with substantial content.

2. Take attendance: roll call, clipboard, sign in, seating chart.

3. Introduce teaching assistants by slide, short presentation, or self-introduction.

4. Hand out an informative, artistic, and user-friendly syllabus.

5. Give an assignment on the first day to be collected at the next meeting.

6. Start laboratory experiments and other exercises the first time lab meets.

7. Call attention (written and oral) to what makes good lab practice: completing work to be done, procedures, equipment, clean up, maintenance, safety, conservation of supplies, full use of lab time.

8. Administer a learning style inventory to help students find out about themselves.

9. Direct students to the Learning Skills Center for help on basic skills.

10. Tell students how much time they will need to study for this course.

11. Hand out supplemental study aids: library use, study tips, supplemental readings and exercises.

12. Explain how to study for kind of tests you give.

13. Put in writing a limited number of ground rules regarding absence, late work, testing procedures, grading, and general decorum, and maintain these.

14. Announce office hours frequently and hold them without fail.

15. Show students how to handle learning in large classes and impersonal situations.

16. Give sample test questions.

17. Give sample test question answers.

18. Explain the difference between legitimate collaboration and academic dishonesty; be clear when collaboration is wanted and when it is forbidden.

19. Seek out a different student each day and get to know something about him or her.

20. Ask students to write about what important things are currently going on in their lives.

21. Find out about students' jobs; if they are working, how many hours a week, and what kinds of jobs they hold.

Directing Students' Attention

22. Greet students at the door when they enter the classroom.

23. Start the class on time.

24. Make a grand stage entrance to hush a large class and gain attention.

25. Give a pre-test on the day's topic.

26. Start the lecture with a puzzle, question, paradox, picture, or cartoon on slide or transparency to focus on the day's topic.

27. Elicit student questions and concerns at the beginning of the class and list these on the chalkboard to be answered during the hour.

28. Have students write down what they think the important issues or key points of the day's lecture will be.

29. Ask the person who is reading the student newspaper what is in the news today.

Challenging Students

30. Have students write out their expectations for the course and their own goals for learning.

31. Use variety in methods of presentation every class meeting.

32. Stage a figurative "coffee break" about twenty minutes into the hour; tell an anecdote, invite students to put down pens and pencils, refer to a current event, shift media.

33. Incorporate community resources: plays, concerts, the State Fair. government agencies. businesses, the outdoors.

34. Show a film in a novel way: stop it for discussion, show a few frames only, anticipate ending, hand out a viewing or critique sheet, play and replay parts.

35. Share your philosophy of teaching with your students.

36. Form a student panel to present alternative views of the same concept.

37. Stage a change-your-mind debate. with students moving to different parts of the classroom to signal change in opinion during the discussion.

38. Conduct a "living" demographic survey by having students move to different parts of the classroom: size of high school. rural vs. urban. consumer preferences...

39. Tell about your current research interests and how you got there from your own beginnings in the discipline.

40. Conduct a role-play to make a point or to lay out issues.

41. Let your students assume the role of a professional in the discipline: philosopher, literary critic, biologist. agronomist. political scientist. engineer.

42. Conduct idea-generating or brainstorming sessions to expand horizons.

43. Give students two passages of material containing alternative views to compare and contrast.

44. Distribute a list of the unsolved problems. dilemmas. or great questions in your discipline and invite students to claim one as their own to investigate.

45. Ask students what books they've read recently.

46. Ask what is going on in the state legislature on this subject which may affect their future.

47. Let your students see the enthusiasm you have for your subject and your love of learning.

48. Take students with you to hear guest speakers or special programs on campus.

49. Plan "scholar-gypsy" lesson or unit which shows students the excitement of discovery in your discipline.

Providing Support

50. Collect students' current telephone numbers and addresses and let them know that you may need to reach them.

51. Check out absentees. Call or write a personal note.

52. Diagnose the students' prerequisites learning by questionnaire or pre-test ant give them the feedback as soon as possible.

53. Hand out study questions or study guides.

54. Be redundant. Students should hear, read. or see key material at least three times.

55. Allow students to demonstrate progress in learning: summary quiz over the day's work. a written reaction to the day's material.

56. Use non-graded feedback to let students know how they are doing: post answers to ungraded quizzes and problem sets, exercises in class, oral feedback.

57. Reward behavior you want: praise, stars, honor roll, personal note.

58. Use a light touch: smile, tell a good joke, break test anxiety with a sympathetic comment.

59. Organize. Give visible structure by posting the day's "menu" on chalk- board or overhead.

60. Use multiple media: overhead, slides, film, videotape, audio tape, models, sample material.

61. Use multiple examples, in multiple media. to illustrate key points and . important concepts.

62. Make appointments with all students (individually or in small groups).

63. Hand out wallet-sized telephone cards with all important telephone numbers listed: office department, resource centers, teaching assistant, lab.

64. Print all important course dates on a card that can be handed out and taped to a mirror.

65. Eavesdrop on students before or after class and join their conversation about course topics.

66. Maintain an open lab gradebook. with grades kept current. during lab time so that students can check their progress.

67. Check to see if any students are having problems with any academic or campus matters and direct those who are to appropriate offices or resources.

68. Tell students what they need to do to receive an "A" in your course.

69. Stop the work to find out what your students are thinking feeling and doing in their everyday lives.

Encouraging Active Learning

70. Have students write something.

71. Have students keep three-week-three-times-a-week journals in which they comment. ask questions. and answer questions about course topics.

72. Invite students to critique each other's essays or short answer on tests for readability or content.

73. Invite students to ask questions and wait for the response.

74. Probe student responses to questions ant wait for the response.

75. Put students into pairs or "learning cells" to quiz each other over material for the day.

76. Give students an opportunity to voice opinions about the subject matter.

77. Have students apply subject matter to solve real problems.

78. Give students red, yellow, and green cards (mate of posterboard) and periodically call for a vote on an issue by asking for a simultaneous show of cards.

79. Roam the aisles of a large classroom and carry on running conversations with students as they work on course problems (a portable microphone helps).

80. Ask a question directed to one student and wait for an answer.

81. Place a suggestion box in the rear of the room and encourage students to make written comments every time the class meets.

82. Do oral show of-hands multiple choice tests for summary review and instant feedback.

83. Use task groups to accomplish specific objectives.

84. Grade quizzes and exercises in class as a learning tool.

85. Give students plenty of opportunity for practice before a major test.

86. Give a test early in the semester and return it graded in the next class meeting.

87. Have students write questions on index cards to be collected and answered the next class period.

88. Make collaborate assignments for several students to work on together.

89. Assign written paraphrases and summaries of difficult reading.

90. Give students a take-home problem relating to the days lecture.

91. Encourage students to bring current news items to class which relate to the subject matter and post these on a bulletin board nearby.

Building Community

92. Learn names. Everyone makes an effort to learn at least a few names.

93. Set up a buddy system so students can contact each other about assignments and coursework.

94. Find out about your students via questions on an index card.

95. Take pictures of students (snapshots in small groups, mug shots) and post in classroom, office, or lab.

96. Arrange helping trios of students to assist each other in learning and growing.

97. Form small groups for getting acquainted; mix and form new groups several times.

98. Assign a team project early in the semester and provide time to assemble the team.

99. Help students form study groups to operate outside the classroom.

100. Solicit suggestions from students for outside resources and guest speakers on course topics.

Feedback on Teaching

101. Gather student feedback in the first three weeks of the semester to improve teaching and learning.

Good practices in teaching large lecture courses

The following list of good practices describes ways of improving the instruction of freshmen and sophomores in traditional lecture and discussion courses.

•Meet with your GTFs before the term begins to discuss course procedures, their responsibilities, grading and the most effective ways for them to spend time in sections; continue to meet weekly to discuss how the course/discussion sections/labs are going and ways of improving it. Be brave. Ask for feedback for yourself and encourage your GTFs to seek the same.
•Get to know your students by learning their names and something about their backgrounds and interests.
•Discover and build on what students already know by giving diagnostic tests or brief questionnaires.
•Give the students a good detailed syllabus and refer to it frequently. Post it online.
•Focus on a few main concepts, themes, or points rather than going into all the complexities of a topic.
•Plan the beginnings and endings of your lectures so that you "open with gusto" and "finish strong."
•Begin each lecture by letting the students know what you are going to talk about and why. Be clear about what they will know and be able to do as a result of that day's class.
•Use the blackboard, overheads or presentation software to outline lecture topics or to list questions students should be asking themselves during lecture and refer to it when making transitions. Make lecture outlines and study materials and guide available online.
•Be sure that all the material you present is legible and can be seen from the back of the room.
•Give students an early assignment or diagnostic test and develop review and support materials for those who may need them. Announce group office hours that will address particularly difficult aspects of the course.
•Organize your lectures carefully and deliver material by engaging students with questions, problems or short case studies to solve, or terms to paraphrase. Check their understanding in a concrete way during each class session. This can be done with classroom assessment techniques (see http://www.ntlf.com/html/lib/bib/assess.htm).
•Give students frequent short assignments and quizzes so that you and they will know whether they are understanding the material. Model the format and level of difficulty with what they can expect to see on midterms and finals. This provides students with a clear idea of your expectations for how they should be approaching their studies.
•Don't make assumptions. Write out and define not only technical terms but other words or expressions with which the students may not be familiar.
•Refrain from comments like, "Now, I know you all know this" (many of them don't). Or "Don't worry, this is very easy to understand." A struggling student will feel even worse when they still don't understand and very likely not seek your help.
•Empathize with the students confronting this material for the first time; slow down and acknowledge the difficulty and importance of certain concepts or operations.
•Leave time at the end of class for student questions. Rather than saying, "Any questions?", refer to the topics covered in the material for that day and then ask what questions may have come up for them. •Encourage the students to form small study groups; help them get to know one another by giving short team assignments.
•Send a personal email to any student receiving a grade of C-minus or below so that you can give early assistance to students having difficulty.
•Drop in on discussion sections/labs to see how things are going and to get to know the students. Try to do this at least once during the term if your class is particularly large. Let your GTF know you are coming.
•Ask TAs to give you periodic written reports on any problems students may be having, e.g., "List the one or two things that caused students the most difficulty in sections last week."
•Keep handouts on your course website on such topics as "how to study," "how to read a difficult text," "how to prepare for an exam." Contact Academic Learning Services (346-3226) for copies of handouts that focus on skill building.
•Relate your subject matter to current events or research which may be of interest to students and give them assignments for which there may be "real world" audiences whenever possible.
•Give students advance study questions to help them prepare for tests and hold review sessions before examinations.
•Have the students write possible exam questions as part of the review.
•Give students the opportunity to do well in your course by giving them several assessment points throughout the term. Weight the earlier assessments less rigorously and let students adapt to your testing style and expectations. Give comprehensive feedback to help students understand what it takes to do well in the course. This can be given as general group feedback in additional to individual comments you might wish to make.
•Return papers and exams promptly and review them at the next class meeting.
•Keep a journal or log of what explanations, techniques, or assignments worked well and share these with colleagues teaching the same or similar courses.
•Get midterm feedback from students. Ask them to write on two or three questions, such as "What is the most significant thing you have learned in this course so far?" "What, if anything, is still unclear?" or "What suggestions do you have for improving the course?" You can also do this through a Blackboard course website. See http://tep.uoregon.edu/services/midtermfeedback/blackboard/blackboard.html Acknowledge student feedback at the next class meeting and indicate which changes you can and which you cannot make and why.
•Sit in on courses taught by those of your colleagues you know to be especially effective teachers to see what other ideas or techniques you can pick up.
Adapted from the Berkeley Compendium, 1983 by the Regents of the University of California