This book might be helpful for new instructors or lecture-centric instructors who need a basic introduction to the how and why of groupwork.
I wouldn'tThis book might be helpful for new instructors or lecture-centric instructors who need a basic introduction to the how and why of groupwork.
I wouldn't recommend Designing Groupwork for instructors who already incorporate groupwork successfully in their classroom practice. Also, the practical classroom ideas in the appendices are geared toward elementary and secondary school educators. ...more
Those of you teaching about globalization might find this title worth a closer look; the courses focused specifically on issues of technological globaThose of you teaching about globalization might find this title worth a closer look; the courses focused specifically on issues of technological globalization and accessibility (see especially the description of the Utopian Visions project in Chs. 5 and 6).
Despite the promising title, this book might not be the first one CWRL instructors should turn to for practical classroom ideas. Structured as a series of exchanges between the two authors, who collaborated on a series of teleconferencing courses for high school students in the mid-nineties, Breaking Down the Digital Walls documents the successes, failures, and revisions of their pioneering new-media forays. I.e., the book serves primarily as a highly personal account of how the two co-authors “learned to teach in a post-model world,” rather than an instruction manual for the rest of us.
This is a very dense book which takes critical pedagogy theory into practice. Focus is on the benefits of discussion and on helping teachers implementThis is a very dense book which takes critical pedagogy theory into practice. Focus is on the benefits of discussion and on helping teachers implement in classrooms. The first two chapters are more philosophy of classroom discussion than help with teaching through discussion. For practical purposes, Chapters 3 and 4 are the most useful. Chapter 3 focuses on the prep involved in good classroom discussion and has solid information on pre-discussion writing activities. Lots of good examples and discussion questions. The writing activities are helpful even if you don't plan to have a completely discussion oriented classroom. Chapter 4 and half of Chapter five offer practical advice and techniques for getting class discussion started and keeping it going. There are some strange tangents now and again, such as "how to keep discussion cool" and tips on dealing with "coolness." Overall, the book is more a treatise on WHY you should create a discussion-centered classroom environment. Only the chapters mentioned above really get into the meat of HOW to lead a discussion-centered class. ...more
As a "good read," this is a fascinating book, exploring the history of writing technology from chiseling in stone to papyrus scroll to the computer. BAs a "good read," this is a fascinating book, exploring the history of writing technology from chiseling in stone to papyrus scroll to the computer. Bolter looks at how changes in technology challenge more traditional forms of engaging material -- the changes necessitated by the medium into arranging verbal ideas in visual spaces.
In exploring how the computer has redefined the writing space, Bolter examines ways in which the internet has privileged the visual over the verbal, and the interactive over the static.
For the classroom, this book makes a good argument for teaching writing in less traditional ways. Bolter presents good reasons why the writing process will never be the same. The writing space has been redefined, and web-based writing should perhaps be a part of the writing curriculum.
For the first-year teacher, this book may offer insight into your more visually-oriented students, and good arguments for incorporating computer mediated writing in the classroom. ...more
A large portion of this book is dedicated to presenting research on why and how lectures fail. You really have to wade through a lot of material to geA large portion of this book is dedicated to presenting research on why and how lectures fail. You really have to wade through a lot of material to get to any help in putting a lecture together (that is, if you haven't become completely discouraged, and are still willing to give a lecture!). Well over 3/4 of the way into the book, we are still met with this type of statement: "One of the most common mistakes by lecturers is to use the lecture method at all."
The premise of this book is that lectures can only do one thing: transfer information. Lectures should not be relied upon to promote thought, change attitudes, or to develop skills. Given that, the author eventually proceeds to explain how to pass on the most information in a manner that keeps attention, aids in motivation, and reinforces recall.
Chapters 5-8 take you through the process of putting together a lecture, from basic organization through visual aids. Chapters 20-23 cover preparing for lecture delivery. For what it's worth, the authors are fans of PowerPoint. Chapter 15 has some good ideas for using questions in conjunction with your lecture.
The final section of the book, Part 4, offers ways to supplement lectures with other teaching methods. This section would be helpful for a beginning teacher worried about how to fill the hour and fifteen minute class period as it offers ideas for structuring class time. That said, you will find mostly general information, and no specific examples of activities.
Extremely helpful to the beginning writing teacher!! So much so, that I'm buying the book for myself. Considered to be an "Owner's Manual" for using wExtremely helpful to the beginning writing teacher!! So much so, that I'm buying the book for myself. Considered to be an "Owner's Manual" for using writing as a method of critical thinking. Author offers instruction on planning your course through writing assignments (especially good for when you need to write your 309K proposal), and concrete ideas for creating those writing assignments. Chapter 4 presents a helpful way to deal with and think about student errors with grammar and correctness, and offers ways to comment on papers to address error without being bogged down by it. Chapter 5 presents the nuts and bolts of formal writing assignments from conception through hand-outs, and small prep assignments that work toward the larger assignment. The bulk of the book focuses on the teacher as "coach" -- a guide through the process of learning to think critically and express ideas through writing. Chapters include examples of short writing and classroom assignments. Author also gives ways to use writing assignments to help students with the process of reading difficult texts. Chapter 12 discusses ways to break down the tasks of research papers, and would be helpful for anyone teaching 306. The final chapters of the book focus on the process of commenting on and grading written assignments -- excellent reading for anyone faced with giving revision comments for the first time....more
For instructors with little-to-no classroom experience or who simply have trouble breaking free of lecture-mode, Collaborative Learning Techniques migFor instructors with little-to-no classroom experience or who simply have trouble breaking free of lecture-mode, Collaborative Learning Techniques might be worth checking out. It is a non-subject-specific, systematic guide that outlines how to set up group activities in the classroom (with online variations).
The book provides modules for 30 types of collaborative-learning activities, centered on general skills like reciprocal teaching and problem solving. A few of these activities intrigued me, but may be familiar to others—for example, breaking students into analytic teams, in which each member is assigned a role that corresponds to a specific skill you want them to practice in their reading. Another idea was the “fishbowl,” in which a handful of students “model” discussion while the rest of the students observe; lame title aside, this seems like an interesting way of talking through basic skills like critical reading.
Otherwise, this book tends toward the basic, and I’m not sure that it offers much that’s new for experienced instructors who regularly incorporate different types of collaborative learning into their classes.