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Buskist, William; Busler, Jessica N.; Kirby, Lauren A. J. – New Directions for Teaching and Learning, 2018
Teachers often think of student engagement in terms of hands-on activities that get students involved in their courses. They seldom consider the larger aspects of the teaching--learning environment that often influence the extent to which students are willing to become engaged in their coursework. In this chapter, we describe five "rules of…
Descriptors: Learner Engagement, Student Participation, Classroom Environment, Classroom Techniques
Crider, Anthony – New Directions for Teaching and Learning, 2015
Astronomy classes that teach students to read and write images, diagrams, and plots offer an ideal venue to teach visual literacy.
Descriptors: Visual Literacy, Teaching Methods, Astronomy, Classroom Environment
Petersen, Christina I.; Gorman, Kristen S. – New Directions for Teaching and Learning, 2014
This chapter provides practical strategies for addressing common challenges that arise for teachers in active learning classrooms. Our strategies come from instructors with experience teaching in these environments.
Descriptors: Active Learning, Classroom Techniques, Teaching Methods, Educational Strategies
Hufford, Don – New Directions for Teaching and Learning, 2014
This chapter is designed to provide a stimulus for reflective thinking. The intent is to encourage teachers to reflect upon--even question--a teaching methodology that recognizes and builds upon the learning potential inherent in a cacophony of voices, paradoxical worldviews, and divergent ways of personal being. A pedagogical possibility is…
Descriptors: Reflective Teaching, Teaching Methods, Classroom Environment, Student Participation
Speck, Bruce W. – New Directions for Teaching and Learning, 2013
Asserting formal authority to address student incivility in the classroom is counterproductive. Rather, professors should employ teaching authority.
Descriptors: Etiology, Classroom Techniques, Teacher Leadership, Classroom Environment
Kanagala, Vijay; Rendon, Laura I. – New Directions for Teaching and Learning, 2013
Recently, there has been a surge of interest in employing contemplative teaching and learning practices in college classrooms. The authors define contemplative pedagogy as a teaching and learning experience that involves the learner in a participatory epistemology characterized by a deeply immersed, insightful learning experience fostered through…
Descriptors: Learning Strategies, Classroom Environment, Learning Experience, Epistemology
Saville, Bryan K.; Lawrence, Natalie Kerr; Jakobsen, Krisztina V. – New Directions for Teaching and Learning, 2012
There are many ways to construct classroom-based learning communities. Nevertheless, the emphasis is always on cooperative learning. In this article, the authors focus on three teaching methods--interteaching, team-based learning, and cooperative learning in large, lecture-based courses--that they have used successfully to create classroom-based…
Descriptors: Cooperative Learning, Lecture Method, Communities of Practice, Classroom Environment
Novak, Gregor M. – New Directions for Teaching and Learning, 2011
This chapter provides an overview and implementation guidelines of Just-in-Time Teaching (JiTT), an interactive engagement pedagogy used across disciplines and across the academy, now in its fourteenth year. The heart of JiTT pedagogy is Web-based pre-instruction assignments called warm-ups, with some colorful local variations, such as GeoBytes in…
Descriptors: Teaching Methods, Learner Engagement, Web Based Instruction, Assignments
Jones, Susan R.; Wijeyesinghe, Charmaine L. – New Directions for Teaching and Learning, 2011
This chapter explores how the framework of intersectionality can be used by faculty in course development and classroom teaching. An overview of intersectionality, highlighting core assumptions and tenets of the framework, is presented first. These assumptions and tenets are then applied to classroom dynamics and the practice of teaching in…
Descriptors: Social Theories, Social Justice, Racial Identification, Gender Issues
Pliner, Susan M.; Iuzzini, Jonathan; Banks, Cerri A. – New Directions for Teaching and Learning, 2011
Scholars who study teaching and learning have provided the academy with a range of progressive pedagogies that move beyond traditional ways of teaching. In the call for the use of diverse classroom practices in higher education, many have highlighted the benefits and challenges that come with collaborative teaching models. In this chapter, the…
Descriptors: Classroom Environment, Team Teaching, Teacher Collaboration, Teaching Methods
Engstrom, Cathy McHugh – New Directions for Teaching and Learning, 2008
The pedagogical assumptions and teaching practices of learning community models reflect exemplary conditions for learning, so using these models with unprepared students seems desirable and worthy of investigation. This chapter describes the key role of faculty in creating active, integrative learning experiences for students in basic skills…
Descriptors: College Faculty, Teacher Role, Community Colleges, College Students
Bayer, Alan E. – New Directions for Teaching and Learning, 2004
Students must learn to balance what they can expect from faculty with what they need to do themselves to make the classroom a safe and welcoming climate for everyone. (Contains 1 figure.)
Descriptors: Student Rights, Student Responsibility, Classroom Environment, Guides
Saavedra, Dora E.; Saavedra, Marisa L. – New Directions for Teaching and Learning, 2007
Being a Hispanic female faculty member in South Texas can be a challenge. This chapter discusses three pedagogical tools (caring, challenging, and consulting) that we use to create a classroom climate that enhances Hispanic students' success by engaging and motivating them to succeed in one of the poorest areas of the country.
Descriptors: Classroom Environment, Women Faculty, College Faculty, Hispanic Americans
Petrone, Martha C. – New Directions for Teaching and Learning, 2004
Both in structure and focus, FLCs create a necessary construct for a cultural transformation of teaching and learning that invites all to achieve their intellectual and social potential. The following are appended: (1) Self-Assessment Inventory on Inclusiveness; and (2) Student Assessment of Classroom Climate.
Descriptors: Teacher Influence, Participative Decision Making, School Restructuring, Teacher Collaboration

Dunham, Robert E.; Gleason, Maryellen – New Directions for Teaching and Learning, 1984
The introductory course has a variety of objectives for both students and the college, including recruitment and screening of majors, provision of prerequisite knowledge, explorations of learning, developing commitment to college, and cognitive development. Fostering these goals depends on the students, faculty, and classroom climate. (MSE)
Descriptors: Classroom Environment, Cognitive Development, College Curriculum, College Instruction
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