- Paperback: 371 pages
- Publisher: D C Heath & Co; 11th Revised edition edition (November 2001)
- Language: English
- ISBN-10: 0618116494
- ISBN-13: 978-0618116492
- Product Dimensions: 19.8 x 13.6 x 1.4 cm
- Shipping Weight: 363 g
- Average Customer Review: 5.0 out of 5 stars See all reviews (4 customer reviews)
- Amazon Bestsellers Rank: #458,132 in Books (See Top 100 in Books)
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Product Description
Review
In my opinion, for what it is attempting to do, there are few, if any books in its league.
Product Description
"McKeachie' s Teaching Tips" provides helpful strategies for dealing with both the everyday problems of university teaching and those that arise in trying to maximize learning for every student. The book does not suggest a "set of recipes" to be followed mechanically; it gives instructors the tools they need to deal with the ever-changing dynamics of teaching and learning.
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Most helpful customer reviews
1 of 1 people found the following review helpful
5.0 out of 5 stars
Good advice for new teachers!,
By A Customer
This review is from: McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers (Paperback)
This was a very helpful book. I was given it as a gift when I got my first college teaching job and it answered many of my questions. I especially liked the chapters about advanced class preparation (including a time line) which helped me feel much more prepared for the first day of class. Throughout the semester I used the book to answer questions about situations that happened in class (getting students to participate, cheating, etc.). I definitely recommend this book to any new teacher!
5.0 out of 5 stars
An Outstanding Book for Lecturers,
By Prof. Gerald Seidler (Seattle, WA United States) - See all my reviews
This review is from: McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers (Paperback)
This book is an outstanding resource for anyone who has to lecture at the college or university level. Each chapter is a research-based (and experience-based) guide to the key issues that arrise in different instructional environments. For several years, this book was given to all new faculty at my institution (Univ. Washington, Seattle) as part of the orientation process. It is ideal for that purpose, and still holds many useful comments for more experienced instructors, also.
5.0 out of 5 stars
Start here!,
By
This review is from: McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers (Paperback)
Having just finished my first year of teaching undergraduate psychology courses, I would like to confirm the praise of this book written elsewhere. I cannot imagine a better introduction. Twenty seven short and specific chapters make this an easy read and a useful reference. Each chapter ends with annotated recommendations for further study. No wonder Teaching Tip's is on so many bookshelves.McKeachie is a psychologist, and his personal experience is in teaching the social sciences. His preferred approach is constructivist rather than didactic (he prefers discussion to lectures), and his personal value system (chapter 25) can be sensed in most of his advice. His highest value is love and respect for others within a relativistic framework. He is quite committed to active learning in all its various guises. In a fragmented discipline like psychology, McKeachie's approach is likely to be quite successful. I wonder if those teaching in disciplines with a higher fixed content will find his advice as useful. The primary strength of this book is the smooth blend of theory with practical advice. Research-supported theory (learning and memory in chapters 4 and 5, Bloom's taxonomy in chapter 24) is introduced with a light touch that makes it easy to assimilate - often with a "take what you want, leave the rest" attitude. In like fashion, the practical advice (cheating, discussion monopolizers) is not heavy-handed, but suggestive. I read this book through over a two day period, finding that it bogged down only in Part 5 that focused on teaching in contexts that I am unlikely to encounter in the near future. Twice I found myself revising my typical course syllabus.
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