Request for consultation

Thanks for your request. You’ll soon be chatting with a consultant to get the answers you need.
{{formPostErrorMessage.message}} [{{formPostErrorMessage.code}}]
First Name is required. 'First Name' must contain at least 0 characters 'First Name' cannot exceed 0 characters Please enter a valid First Name
Last Name is required. 'Last Name' must contain at least 0 characters 'Last Name' cannot exceed 0 characters Please enter a valid Last Name
Institution is required.
Discipline is required.
Why are you contacting us today? is required. 'Why are you contacting us today?' must contain at least 0 characters 'Why are you contacting us today?' cannot exceed 0 characters Please enter a valid Why are you contacting us today?

50 Ways to Leave Your Lectern 1st Edition

Dr. Constance Staley

  • Published
  • 272 Pages

Overview

Today's college teacher is caught between paradigms: to lecture or not to lecture. Lecturing is now described as ineffective and passé in today's world of higher education. In practice, however, most professors still lecture because they were taught by the lecture method; they were conditioned to become auditory learners, and they have had no formal training in alternative teaching methods. Faculty are biologists, art historians, or mathematicians, and they think of teaching in terms of quantifiable content. But if lecturing is "out," what is "in"? How does one move from "empty vessel" to active learning? How can we truly engage today's student? Trends in higher education have begun to shift the teacher's role from soloist or center-stage performer to conductor, orchestrating and synthesizing a dynamic, multifaceted learning experience. Yet the question lingers: How do we leave our lecterns? How can teachers engage students? Staley's book offers you a proven way to stimulate thinking, discussion, and group interaction. Each exercise in 50 WAYS TO LEAVE YOUR LECTERN will ask you to identify your ABC Goals for the activity at the outset based on Bloom's Affective, Behavioral, and Cognitive goals. Professors may be accustomed to concentrating primarily on cognitive goals; however, all three types of goals are important. Unlike upper division courses with more specialized knowledge; affective, behavioral, and cognitive goals should be more equally balanced in first-year courses.

Dr. Constance Staley, University of Colorado, Colorado Springs

Constance Staley is an award-winning Professor of Communication at the University of Colorado, Colorado Springs, where she directed the First-Year Seminar Program for nearly 25 years. Well-known throughout FYE circles, Staley leads faculty development efforts across the country, including a three-year effort with an East Coast Fortune 500 company, where she designed and delivered supervisory training. A Fulbright Fellow who represented the university by teaching in the former Soviet Union, Dr. Staley also developed a multimedia training package for first-year seminar instructors, along with the ground-breaking 50 Ways to Leave Your Lectern resource manual. Other Cengage titles by Dr. Staley include FOCUS on College Success and FOCUS on College Success Concise, along with FOCUS on College and Career Success, which she co-wrote with Steve Staley. Dr. Staley earned a BA in education from Ball State University, and an MA in linguistics and PhD in communication from the University of Colorado, Boulder.
1. Defining Active Learning.
2. Summarizing Active Learning Research.
3. Using Active Learning in First-Year Classrooms.
4. Introductory Exercises: Icebreakers.
5. First-Year Seminar Exercises: Motivation, College Success, Diversity, Service Learning, etc.
6. Lecture-Based Exercises for Large or Small Classes.
7. Content-Integrating Exercises: Self-Directed Learning and Collaborative Learning.
8. Communication Skills Exercises Including Critical and Creative Thinking.
9. Technology-Based Exercises: Designing Internet Activities.
10. Discipline-Specific Sample Exercises.
11. Closing Exercises: Wrap-Up Activities.
12. Processing Active Learning Experiences: Reflection, Application, Integration.
13. Designing Active Learning Experiences.
14. Assessing Active Learning Experiences.

Textbook Only Options

Traditional eBook and Print Options

{{collapseContainerClosed['detail_0'] ? 'Show More' : 'Show Less'}}
z

  • ISBN-10: 0534538665
  • ISBN-13: 9780534538668
  • Bookstore Wholesale Price $100.00
  • RETAIL $132.95