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Contents

Acknowledgements
Foreword
Using This Resource

I. Preparing to Teach
Planning a course
--Defining Instructional Objectives
--Teaching and Learning Styles: The   Academic Culture
--Choosing and Using Instructional   Materials
--Writing a Syllabus
--Syllabus Checklist
--Using the Syllabus in Class
--Summary of Course Planning
Addressing Students' Needs
--Importance of Knowing Your   Students
--Planning Considerations
--Getting to Know Your Students
--Students of Different Backgrounds
--Students with Disabilities
--Teaching Strategies: Non-Native   Speakers of English
--Creating a Learning Environment
--Dealing with Disruptive Behavior in   the Classroom
--Common Disruptive Student   Behaviors and Possible Responses
--Dealing with Apathetic Students
--Cultural Differences for International   Instructors
--Summary of Addressing Students’   Needs
Teaching Tips
--Organizing Class
--Ways to Be Accessible Outside the   Classroom
--Six Common Non-Facilitating   Teaching Behaviors
--Wireless in the Classroom: Advice   for Faculty
--Summary of Teaching Tips

II. Teaching Methods
The First Day of Class
--When the Class Meets You
--When You Meet the Class
--Diversity the Instructor Brings to the   Classroom
--Conversing with Students with   Disabilities
--Moving Forward
--Summary of the First Day of Class
Lecturing
--Strategies for Effective Learning
--Advantages and Disadvantages of   the Traditional Lecture Method
--Enhancing Learning in Large   Classes
--Chalkboard Technique
--Writing Assignments in the Lecture
--Engaging Women in Math and   Science Courses
--Formulating Effective Questions
--Summary of Lecturing
Discussion
--Brief Overview
--The “Nuts and Bolts” of Discussion
--Facilitating Discussion of Sensitive   Issues
--Encouraging Student Contributions
--Alternative Instructional Methods
--Potential Problems in Discussions
--Summary of Discussion
Expanding Teaching Strategies
--Practical Examples
--Show and Tell
--Case Studies
--Teaching with Case Studies
--Guided Design Projects
--Brainstorming
Group Work
--General Information about Using   Groups
--Group Work in an Introductory   Science Laboratory
Science Labs
--The Role of the Lab Instructor
--What Do the Students Need to   Know?
--The First Day
--Planning and Running a Laboratory
--Safety Procedures
--Summary of Science Labs
Teaching Outside the Classroom
--Tutoring
--Office Hours
--Teaching Students to Solve   Problems
--Advising and Extracurricular   Activities
--Summary of Teaching Outside the   Classroom
Overcoming Misconceptions
--Societal Attitudes and Science   Anxiety
--Misconceptions as Barriers to   Understanding Science
--Common Difficulties and   Misunderstandings

III. Teaching-as-Research
Assessing Student Performance
--Establishing Objectives for   Assessment
--Assessment Primer
--Formulating Effective Methods of   Assessment
--Helping Students Succeed on   Assignments and Exams
--The Why and How of Tests
--Grading Lab Reports, Problem Sets,   and Exam Questions
--Grading Checklist
--Grading Specific Activities
--Grading Writing
--Summary of Assessing Student   Performance
How to Evaluate Your Own Teaching
--Evaluating Your Own Teaching
--A Note on Teaching-as-Research

IV. Appendices
Inspirational Essays
--Mathematics: The Universal   Language of Science
--Transforming Quizzes into Teaching   and Learning Tools
--Teaching My Students to Fish
--Chemistry: The Other Foreign   Language
--Teaching to Different Modes of   Learning
--Notes from a Career in Teaching
Additional Resources
Websites
Graduate Assistant Handbook Outline
--Department- and Institution-Specific   Information
--18 Questions to Have Answered

Works Cited

Submit Feedback

You may be teaching a large lecture and look out into your audience and see 10 or 20 students using laptops. Some may be using them to take notes, while others may have needs which require adaptive technology such as a laptop to perform well in a classroom setting.

The following are some strategies to help you set expectations and reduce distractions:

Set Ground Rules for Wireless Use in the Classroom

A few ground rules may make for a better experience in a wireless-enabled classroom. Here are some suggested guidelines; modify them to suit your needs.

• Set a “no laptop time.” Have periods during class where laptop users must close their lids.
• Note: special needs students may require exceptions to this rule; ask them to discuss these needs with you.
• State that laptop use and cell phone use are prohibited during test times.
• Establish consequences for inappropriate laptop use, just as you would for cheating.
• Encourage your students to be mindful of how they use their laptops. Empower them to stop inappropriate use (such as viewing inappropriate web sites) by speaking directly to their peers.

Establish Laptop Etiquette

A few stated standards of laptop etiquette given at the beginning of class (with periodic reminders) may help to foster a positive environment.

• Be sure your sound is off at the beginning of class.
• Stay on task. Activities such as surfing or gaming may be a distraction to classmates.
• Observe all “laptop prohibited” times.
• Listen to your classmates if they complain that your use is distracting.

Best Practices for Using Wireless in Teaching

Here are more suggestions for getting the best experience out of teaching in a wireless-enabled classroom.

Instructing

1. Laptops and other e-learning strategies appear to be most effective when they are used in combination with teaching methods that rely on increased student participation. The key is to create active learning opportunities, and not to resort to passive learning methods.
2. Have a screen-up and screen-down time.
3. Consider walking into the audience periodically.
4. Make sure you are well-versed in the software that you are going to use. Have a backup plan in case the technology fails.

Interacting

1. Use laptops to recording the activities of team projects in class.
2. Increase your student-to-student and student-to-teacher interactions to support a more active learning approach.
3. Have a good mix of in-class and out-of-class activity, and interweave the two so each is present in each setting.

Improving

1. Seek feedback from your students.
2. Consider pursuing a scholarly investigation of the changes you make. Collaborate and share your discoveries.
3. Take time out to reflect on your own progress in creating a meaningful learning experience.