Good Teaching in Higher Education: Practical Tips for Planning and Designing Courses

Preface to the Second Edition
Preface to the First Edition
Contents
List of Figures
List of Tables
About the Author
1 How Do I Use This Book?
Abstract
1.1 A Brief Introduction
1.2 Basic Idea of This Book
1.3 How to use this book
References
2 Popular Myths
Abstract
2.1 You Can’t Say What Good Teaching is
2.2 You Can Say What Good Teaching is, but it Differs Depending on the Subject
2.3 Good Teaching Does Not Work if the Conditions are Bad
2.4 It is Not My Task as a Teacher to Deal with the Students in My Lessons
2.5 The Teacher Personality: Good Teaching Can Either Be Learned or Not
2.6 The Special Teaching Method (Insert Name Here) is the only Right One
2.7 I Have to Change the Teaching Method or Do Something Original Every 15–20 min
2.8 The Teaching Format (Lecture, Seminar, Exercise) Determines My Teaching
2.9 One Must Take into Account Learning Types
2.10 Teacher-Centered Vs. Student-Centered Teaching: Teacher-Centered Learning is Generally Bad, Student-Centeredness is Generally Good
2.11 Surface vs. Deep Learning: Deep Learning is Always Better
2.12 Teaching Evaluation Results Say Nothing
2.13 Good Teaching Doesn’t Matter, a Student Needs to Have the Right Personality
2.14 Students Just Want to be “Entertained” and Do Nothing Themselves
2.15 Students Must Take Notes, Otherwise They Will Not Learn Anything
2.16 Students Must Fear the Teacher, Otherwise They Will Have No Respect
2.17 The Students are Getting Dumber
2.18 Expert Opinion Beats Empiricism: “In My Experience..., However, It Is so That …”
2.19 Good Researchers are Also Always Good Teachers
References
3 What is Good University Teaching and What Can I Do as a Teacher?
Abstract
3.1 Definition of Good University Teaching
3.2 Dimensions of Good University Teaching: What Can I Influence as a Teacher?
3.2.1 How Big is My Influence on the Result?
3.2.2 Individual Dimensions of Good University Teaching
3.3 The Effectiveness of Good University Teaching
3.4 Most Effective Aspects of Good University Teaching
3.5 Practice Examples—In General
References
4 Lesson Planning
Abstract
4.1 Clarify Framework Conditions
4.2 Set Learning Goals
4.3 Selecting Content Based on Learning Goals
4.4 Choose Teaching Methods (Adapted to Learning Level)
4.5 Choose Examination Methods (Adapted to Learning Level)
4.6 Create Course Schedule
4.7 Plan Individual Sessions
4.8 Practical Examples of Lesson Planning
4.8.1 A Practical Example from the Humanities
4.8.1.1 Conditions
4.8.1.2 Learning Goals
4.8.1.3 Selection of Content, Teaching and Examination Methods
4.8.1.4 Course Schedule
4.8.1.5 Plan Individual Sessions
4.8.2 A Practical Example from the Social Sciences
4.8.2.1 Learning Goals
4.8.2.2 Selection of Content, Teaching and Examination Methods
4.8.2.3 Course Schedule
4.8.2.4 Plan Individual Sessions
4.8.3 A Practical Example form the Natural Sciences
4.8.3.1 Conditions
4.8.3.2 Learning Goals
4.8.3.3 Selection of Content, Teaching and Examination Methods
4.8.3.4 Course Schedule
4.8.3.5 Plan Individual Sessions
References
5 Teaching: Presentation Skills
Abstract
5.1 Basics of Communication
5.2 Nonverbal and Paraverbal Communication
5.3 Rhetoric and Presentation
5.3.1 Argumentative Figures
5.3.2 Specifics of Presentations
5.4 Initial and Final Phases in Teaching
5.5 Practical Examples for Presentation Skills
References
6 Teaching: Managing Professional Relationships
Abstract
6.1 Friendliness, Respect and Authenticity
6.2 Helpfulness and Availability
6.3 Fairness, Commitment and Consistency
6.4 Your Role as a Teacher
6.5 Dealing with Difficult Students
6.6 Practical Examples for Professional Relationship Management
References
7 Teaching: Activating Students
Abstract
7.1 Theoretical Learning Basics of Activation in University Teaching
7.2 Activation Does Not Automatically Lead to Learning
7.3 Input Methods—What Promotes Learning, What Endangers Learning Success?
7.4 Activating Methods—What Promotes Learning, What Endangers Learning Outcomes?
7.5 Asking Questions and Using Them Skillfully
7.6 Leading Conversations and Discussions with Questions
7.7 A Good Didactic Concept is More Important then Activating Teaching Methods
7.8 Teaching Learning Strategies and Self-Management Skills
7.9 Practical Examples for Activating Students
References
8 Teaching: Motivating Students
Abstract
8.1 The Teachers’s Enthusiasm
8.2 Intrinsic vs. Extrinsic Motivation (Including Interest)
8.3 Achievement, Power and Affiliation Motivation
8.4 Goal Orientations
8.5 Rubicon Model of Action Phases
8.6 Practical Examples for Motivating Students
References
9 Teaching: Didactic Subtleties
Abstract
9.1 Adaptive Teaching
9.2 Intercultural Teaching
9.3 Plagiarism: Forms, Identification, Handling and Prevention
9.4 Excursions as a Specific Teaching Format
9.5 Details of Teaching Design
9.6 Practice Examples of Didactic Subtleties
References
10 Teaching Outside the Classroom: Blended Learning and E-Learning
Abstract
10.1 Blended Learning instead of E-Learning
10.2 Possible E-Learning Tools
10.3 Optimal Blended-Learning Formats
10.4 The Concept of the Flipped or Inverted-Classroom
10.5 Practice Examples for Blended Learning and E-Learning
References
11 Teaching Outside the Classroom: Consultation and Supervision
Abstract
11.1 Consultation by Teachers
11.1.1 Consultation Process and Conversation Guide
11.1.2 Teaching Consultant Competencies
11.2 Supervision by Instructors
11.3 Mentoring by Teachers
11.4 Examples of Counseling and Support for Students
References
12 Testing Students and Evaluating Teaching Quality
Abstract
12.1 Feedback—Basic Constant of Good Teaching for Testing and Evaluating
12.1.1 Criteria for Good Feedback
12.2 Examinations
12.2.1 Purpose and Forms: Why and How Do I Test?
12.2.2 Quality criteria and reference standards: How do I assess exams correctly?
12.2.3 Grading Errors: How Do I Grade Correctly?
12.2.4 Quality of Individual Examination Forms: What Am I Testing?
12.3 Evaluation - in Particular, Teaching Evaluations
12.3.1 Teaching Evaluation: What Can I Measure?
12.3.2 Distortion of Results in Teaching Evaluations: Does It Measure Correctly?
12.4 Carrying Out and Interpreting Teaching Evaluations Yourself
12.4.1 Preparing the Teaching Evaluation
12.4.2 Carrying Out and Evaluating the Teaching Evaluation
12.4.3 Interpretation and Consequences of the Teaching Evaluation
12.5 Alternative Evaluation Methods for Teaching Evaluations
12.6 Practical Examples for Teaching, Testing and Evaluating
References
13 Reflecting on and Innovating Teaching
Abstract
13.1 Processes of Reflection
13.2 Aspects of University Teaching Worthy of Reflection
13.3 Innovative University Teaching
13.4 Examples of Reflecting and Innovating Teaching Practices
References
14 Method Collection
Abstract
14.1 Cognitive Techniques
14.1.1 Input
14.1.1.1 Aim (Including Field of Application)
14.1.1.2 Procedure (Including Important Aspects to be Considered)
14.1.1.3 Duration and Material
14.1.1.4 Variations of the Method
14.1.2 Individual Work
14.1.2.1 Aim (Including Field of Application)
14.1.2.2 Procedure (Including Important Aspects to be Considered)
14.1.2.3 Duration and Material
14.1.2.4 Variations of the Method
14.1.3 Group Work
14.1.3.1 Aim (Including Field of Application)
14.1.3.2 Procedure (Including Important Aspects to be Considered)
14.1.3.3 Duration and Material
14.1.3.4 Variations of the Method
14.1.4 Jigsaw / Group Puzzle
14.1.4.1 Aim (Including Field of Application)
14.1.4.2 Procedure (Including Important Aspects to be Considered)
14.1.4.3 Duration and Material
14.1.4.4 Variations of the Method
14.1.5 Project Work
14.1.5.1 Aim (Including Field of Application)
14.1.5.2 Procedure (Including Important Aspects to be Considered)
14.1.5.3 Duration and Material
14.1.5.4 Variations of the Method
14.1.6 Experiment
14.1.6.1 Aim (Including Field of Application)
14.1.6.2 Procedure (Including Important Aspects to be Considered)
14.1.6.3 Duration and Material
14.1.6.4 Variations of the Method
14.1.7 Brainstorming
14.1.7.1 Aim (Including Field of Application)
14.1.7.2 Procedure (Including Important Aspects to be Considered)
14.1.7.3 Duration and Material
14.1.7.4 Variations of the Method
14.1.8 Mind-Mapping
14.1.8.1 Aim (Including Field of Application)
14.1.8.2 Procedure (Including Important Aspects to be Considered)
14.1.8.3 Duration and Material
14.1.8.4 Variations of the Method
14.1.9 Guest Lectures
14.1.9.1 Aim (Including Field of Application)
14.1.9.2 Procedure (Including Important Aspects to be Considered)
14.1.9.3 Duration and Material
14.1.9.4 Variations of the Method
14.1.10 Case Studies
14.1.10.1 Aim (Including Field of Application)
14.1.10.2 Procedure (Including Important Aspects to be Considered)
14.1.10.3 Duration and Material
14.1.10.4 Variations of the Method
14.1.11 Lucky Dip
14.1.11.1 Aim (Including Field of Application)
14.1.11.2 Procedure (Including Important Aspects to be Considered)
14.1.11.3 Duration and Material
14.1.11.4 Variations of the Method
14.1.12 Text Work: Reading and Discussing Texts
14.1.12.1 Aim (Including Field of Application)
14.1.12.2 Procedure (Including Important Aspects to be Considered)
14.1.12.3 Duration and Material
14.1.12.4 Variations of the Method
14.1.13 Scenario Method
14.1.13.1 Aim (Including Field of Application)
14.1.13.2 Procedure (Including Important Aspects to be Considered)
14.1.13.3 Duration and Material
14.1.13.4 Variations of the Method
14.2 Feedback Techniques
14.2.1 Asking Questions
14.2.1.1 Aim (Including Field of Application)
14.2.1.2 Procedure (Including Important Aspects to be Considered)
14.2.1.3 Duration and Material
14.2.1.4 Variations of the Method
14.2.2 Flash
14.2.2.1 Aim (Including Field of Application)
14.2.2.2 Procedure (Including Important Aspects to be Considered)
14.2.2.3 Duration and Material
14.2.2.4 Variations of the Method
14.2.3 One-Minute-Paper
14.2.3.1 Aim (Including Field of Application)
14.2.3.2 Procedure (Including Important Aspects to be Considered)
14.2.3.3 Duration and Material
14.2.3.4 Variations of the Method
14.2.4 Teaching Evaluations
14.2.4.1 Aim (Including Field of Application)
14.2.4.2 Procedure (Including Important Aspects to be Considered)
14.2.4.3 Duration and Material
14.2.4.4 Variations of the Method
14.2.5 Target
14.2.5.1 Aim (Including Field of Application)
14.2.5.2 Procedure (Including Important Aspects to be Considered)
14.2.5.3 Duration and Materials
14.2.5.4 Variations of the Method
14.2.6 Inquiry into Expectation, Interest and Prior Knowledge
14.2.6.1 Aim (Including Field of Application)
14.2.6.2 Procedure (Including Important Aspects to be Considered)
14.2.6.3 Duration and Material
14.2.6.4 Variations of the Method
14.3 Simulation Methods
14.3.1 Business Game
14.3.1.1 Aim (Including Field of Application)
14.3.1.2 Procedure (Including Important Aspects to be Considered)
14.3.1.3 Duration and Material
14.3.1.4 Variations of the Method
14.3.2 Problem-based Learning
14.3.2.1 Aim (Including Field of Application)
14.3.2.2 Procedure (Including Important Aspects to be Considered)
14.3.2.3 Duration and Material
14.3.2.4 Variations of the Method
14.3.3 Simulation
14.3.3.1 Aim (Including Field of Application)
14.3.3.2 Procedure (Including Important Aspects to be Considered)
14.3.3.3 Duration and Material
14.3.3.4 Variations of the Method
14.4 Behavioral Modeling
14.4.1 Role-playing
14.4.1.1 Aim (Including Field of Application)
14.4.1.2 Procedure (Including Important Aspects to be Considered)
14.4.1.3 Duration and Material
14.4.1.4 Variations of the Method
14.4.2 Fishbowl
14.4.2.1 Aim (Including Field of Application)
14.4.2.2 Procedure (Including Important Aspects to be Considered)
14.4.2.3 Duration and Material
14.4.2.4 Variations of the Method
14.5 Moderation Techniques
14.5.1 Card Query
14.5.1.1 Aim (Including Field of Application)
14.5.1.2 Procedure (Including Important Aspects to be Considered)
14.5.1.3 Duration and Material
14.5.1.4 Variations of the Method
14.5.2 Multi-point Query
14.5.2.1 Aim (Including Application Field)
14.5.2.2 Procedure (Including Important Aspects to be Considered)
14.5.2.3 Duration and Material
14.5.2.4 Variations of the Method
14.5.3 Action Plan
14.5.3.1 Aim (Including Field of Application)
14.5.3.2 Procedure (Including Important Aspects to be Considered)
14.5.3.3 Duration and Material
14.5.3.4 Variations of the Method
14.5.4 Open Space
14.5.4.1 Aim (Including Field of Application)
14.5.4.2 Procedure (Including Important Aspects to be Considered)
14.5.4.3 Duration and Material
14.5.4.4 Variations of the Method
14.5.5 Discussion
14.5.5.1 Aim (Including Field of Application)
14.5.5.2 Procedure (Including Important Aspects to be Considered)
14.5.5.3 Duration and Material
14.5.5.4 Variations of the Method
14.5.6 Expert Q & A
14.5.6.1 Aim (Including Field of Application)
14.5.6.2 Procedure (Including Important Aspects to be Considered)
14.5.6.3 Duration and Material
14.5.6.4 Variations of the Method
14.5.7 Pyramid Method or Atoms-molecules
14.5.7.1 Aim (Including Field of Application)
14.5.7.2 Procedure (Including Important Aspects to be Considered)
14.5.7.3 Duration and Material
14.5.7.4 Variations of the Method
14.6 Presentation Techniques
14.6.1 Presentations
14.6.1.1 Aim (Including Field of Application)
14.6.1.2 Procedure (Including Important Aspects to be Considered)
14.6.1.3 Duration and Material
14.6.1.4 Variations of the Method
14.6.2 Impulse Presentations
14.6.2.1 Aim (Including Field of Application)
14.6.2.2 Procedure (Including Important Aspects to be Considered)
14.6.2.3 Duration and Material
14.6.2.4 Variations of the Method
14.6.3 Poster Presentation
14.6.3.1 Aim (Including Field of Application)
14.6.3.2 Procedure (Including Important Aspects to be Considered)
14.6.3.3 Duration and Material
14.6.3.4 Variations of the Method
14.7 Methods for Counseling and Supervision
14.7.1 Counseling Guides
14.7.1.1 Aim (Including Field of Application)
14.7.1.2 Procedure (Including Important Aspects to be Considered)
14.7.1.3 Duration and Material
14.7.1.4 Variations of the Method
14.7.2 Supervision Protocols
14.7.2.1 Aim (Including Area of Application)
14.7.2.2 Procedure (Including Important Aspects to be Considered)
14.7.2.3 Duration and Material
14.7.2.4 Variations of the Method
14.7.3 Supervision Contracts
14.7.3.1 Aim (Including Area of Application)
14.7.3.2 Procedure (Including Important Aspects to be Considered)
14.7.3.3 Duration and Material
14.7.3.4 Variations of the Method
14.8 Icebreaker and Relaxation Methods
14.8.1 Introduction Board
14.8.1.1 Aim (Including Application Field)
14.8.1.2 Procedure (Including Important Aspects to be Considered)
14.8.1.3 Duration and Material
14.8.1.4 Variations of the Method
14.8.2 Cooperation Agreements
14.8.2.1 Aim (Including Field of Application)
14.8.2.2 Procedure (Including Important Aspects to be Considered)
14.8.2.3 Duration and Material
14.8.2.4 Variations of the Method
14.8.3 Partner Interview
14.8.3.1 Aim (Including Field of Application)
14.8.3.2 Procedure (Including Important Aspects to be Considered)
14.8.3.3 Duration and Material
14.8.3.4 Variations of the Method
14.8.4 Student Line-up
14.8.4.1 Aim (Including Field of Application)
14.8.4.2 Procedure (Including Important Aspects to be Considered)
14.8.4.3 Duration and Material
14.8.4.4 Variations of the Method
14.8.5 Tropical Storm
14.8.5.1 Aim (Including Field of Application)
14.8.5.2 Procedure (Including Important Aspects to be Considered)
14.8.5.3 Duration and Material
14.8.5.4 Variations of the Method
14.8.6 Compound Words
14.8.6.1 Aim (Including Field of Application)
14.8.6.2 Procedure (Including Important Aspects to be Considered)
14.8.6.3 Duration and Material
14.8.6.4 Variations of the Method
References
Goodbyes and Innovations for the Author of this Book
References