Teaching at Its Best
A Research-Based Resource for College Instructors
Linda B. Nilson
- English
- ePUB (mobile friendly)
- Available on iOS & Android
Teaching at Its Best
A Research-Based Resource for College Instructors
Linda B. Nilson
About This Book
The classic teaching toolbox, updated with new research and ideas
Teaching at Its Best is the bestselling, research-based toolbox for college instructors at any level, in any higher education setting. Packed with practical guidance, proven techniques, and expert perspectives, this book helps instructors improve student learning both face-to-face and online. This new fourth edition features five new chapters on building critical thinking into course design, creating a welcoming classroom environment, helping students learn how to learn, giving and receiving feedback, and teaching in multiple modes, along with the latest research and new questions to facilitate faculty discussion. Topics include new coverage of the flipped classroom, cutting-edge technologies, self-regulated learning, the mental processes involved in learning and memory, and more, in the accessible format and easy-to-understand style that has made this book a much-valued resource among college faculty.
Good instructors are always looking for ways to improve student learning. With college classrooms becoming increasingly varied by age, ability, and experience, the need for fresh ideas and techniques has never been greater. This book provides a wealth of research-backed practices that apply across the board.
- Teach students practical, real-world problem solving
- Interpret student ratings accurately
- Boost motivation and help students understand how they learn
- Explore alternative techniques, formats, activities, and exercises
Given the ever-growing body of research on student learning, faculty now have many more choices of effective teaching strategies than they used to have, along with many more ways to achieve excellence in the classroom. Teaching at Its Best is an invaluable toolbox for refreshing your approach, and providing the exceptional education your students deserve.
Frequently asked questions
Information
PART 1
PREPARATION FOR TEACHING
CHAPTER 1
Understanding Your Students and How They Learn
YOUR STUDENT BODY PROFILE
HOW PEOPLE LEARN
- People are born learners with an insatiable curiosity. They absorb and remember untold billions of details about their language, other people, objects, and things they know how to do (Bransford, Brown, & Cocking, 1999; Spence, 2001). They most readily learn what they regard as relevant to their lives (Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010; Bransford et al., 1999; Persellin & Daniels, 2014; Svinicki, 2004; Winne & Nesbit, 2010).
- People learn through elaborative rehearsal, which means thinking about the meaning of the new knowledge and connecting it to what they already know and believe (Bransford et al., 1999; Tigner, 1999).
- People learn new knowledge most easily if it fits in with their prior knowledge (Ambrose et al., 2010; Bransford et al., 1999; Zull, 2002).
- People learn only when they concentrate on the material and the learning process (see chapter 4).
- People learn in interaction with others when they are constructing knowledge together (Stage, Kinzie, Muller, & Simmons, 1999), but in most contexts, learning is an internal, individual activity (Nilson, 2013a; Spence, 2001; see principle 8).
- People learn more when they are motivated to do so by the inspiration and enthusiasm of their instructors or other people in their lives (Hobson, 2002; Sass, 1989).
- People learn better when they are actively engaged in an activity than when they passively listen to an instructor talk. The human brain can't focus for long when it is in a passive state (Bligh, 2000; Bonwell & Eison, 1991; Hake, 1998; Jones-Wilson, 2005; McKeachie, 2002; Spence, 2001; Svinicki, 2004). Group work generally increases engagement (Persellin & Daniels, 2014).
- People learn new material best when they actively monitor their learning and reflect on their performance, a mental operation called metacognition or self-regulated learning (Ambrose et al., 2010; Bransford et al., 1999; Hattie, 2009; Nilson, 2013a; Winne & Nesbit, 2010; Zimmerman, Moylan, Hudesman, White, & Flugman, 2011).
- People learn procedures and processes best when they learn the steps in the same order that they will perform them (Feldon, 2010).
- People learn most easily when the instruction is designed to minimize cognitive load—that is, to reduce the effortful demands placed on working memory (Feldon, 2010; Winne & Nesbit, 2010).
- People learn best when they receive the new material multiple times but in different ways—that is, through multiple senses and modes that use different parts of their brain (Doyle & Zakrajsek, 2013; Hattie, 2009; Kress, Jewitt, Ogborn, & Charalampos, 2006; Tulving, 1985; Vekiri, 2002; Winne & Nesbit, 2010; Zull, 2002).
- People learn better then they review or practice new material at multiple, intervallic times than when they review it all at one time (Brown, Roediger, & McDaniel, 2014; Butler, Marsh, Slavinsky, & Baraniuk, 2014; Cepeda, Pashler, Vul, Wixted, & Rohrer, 2006; Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013; Hattie, 2009; Rohrer & Pashler, 2010; Winne & Nesbit, 2010). This schedule of practice is called spaced or distributive, and it can take the form of being tested or self-testing (see principle 14).
- Relatedly, people learn better when that practice is interleaved than when it is blocked. In other words, they benefit when they occasionally review old material as they are learning new material (Butler et al., 2014; Dunlosky et al., 2013; Rohrer & Pashler, 2010).
- People learn more from being tested or testing themselves on material than they do from rereading or reviewing it, as the former involves more effortful cognitive processing (see principle 18) and retrieval practice (Brown et al., 2014; Dempster, 1996, 1997; Dunlosky et al., 2013; Karpicke & Blunt, 2011; Roediger & Karpicke, 2006; Rohrer & Pashler, 2010; Winne & Nesbit, 2010).
- In fact, people learn more after being pretested on material before they even start learning it (Carey, 2014).
- People learn from practice only when they receive targeted feedback that they can use to improve their performance in more practice (Ambrose et al., 2010).
- People learn more from making and correcting mistakes than from being correct in the first place, and research on mice reveals a biological base: when an organism gets an error signal, its brain releases calcium, which enhances the brain's ability to learn, that is, its neuroplasticity (Najafi, Giovannucci, Wang, & Medina, 2014).
- People can remember what they have learned longer when they have to work harder to learn it—that is, when they have to overcome what are called desirable difficulties (Bjork, 1994; Bjork & Bjork, 2011; Brown et al., 2014; McDaniel & Butler, 2010).
- People learn better when the material evokes emotional and not just intellectual or physical involvement. In other words, a lasting learning experience must be moving enough to make the material memorable or to motivate people to want to learn it. This principle mirrors the biological base of learning, which is the close communication between the frontal lobes of the brain and the l...