Focus Groups
I.E. Grants
Faculty Consultants
Explaining the familiar using course concepts
Importance of Students’ Prior Knowledge
Retention During a Learning Episode
Characteristics of Outstanding Teachers
Notetakers
[Effective in small and large classes and easily adapted to online teaching]
Teaching for Diversity, Part 3
Teaching for Diversity, Part 2
Teaching for Diversity, Part 1
Reading Comprehension Strategies: In-Class and Take-Home Work
Enhancing Classroom Participation
Closing Routines: “Making a Good Exit”
Closing Routines: “Clearing Up”
Dealing with the Excessive Talker
Creating a Learner-Centered Classroom
Whole Class Learning in Small Groups (Large Classes)
Best Practices: Group Discussion Triggers
Four “Best Practices” for Learning
Promoting Success with Parables
Getting Students to Attend Large Classes
Three Reflective Responses to Learner Contributions
Six Ways to Reward Learner Participation
Seven Active Learning Strategies
Eight Ways to Enhance Your Lectures
More Ways to Survive the Grading Load
Encouraging Students to Take Notes
FALL 2006
Involving Students in Large Classes through “Quiz ‘em”
Characteristics of Outstanding Teachers
Using Literature as a Teaching Tool
Complementing your print-based syllabus with a graphic syllabus
Metacognition (Or, Thinking about Thinking)
Learning Material Based on Concepts
Importance of Students’ Prior Knowledge
SPRING 2006
Listening and Thinking Activity
First Day of Class Activity: The Ideal Teacher and the Ideal Student
Grading Tip: Start with an “A”
Electronic Grading with AutoCorrect
False Assumptions & Tyranny Surrounding Content Coverage
FALL 2005
Group Informal Feedback on Teaching (The G.I.F.T. Technique), December 20, 2005
Stop-Start-Continue, December 13, 2005
Cooperative Debate, December 6, 2005
Crossword Puzzles for Learning Vocabulary, November 22, 2005
Advising as Teaching, November 15, 2005
Question Shuffle, November 8, 2005
Teaching Goals Inventory (TGI), November 1, 2005
Generic Question Prompts/Stems, October 18, 2005
Asking Convergent Questions, October 11, 2005
Wait-Time and Questioning, October 04, 2005
Learning Names, September 27, 2005
Grading Tips, September 20, 2005
Graphic Organizers, September 6, 2005
Flashcard Tutoring, August 30, 2005
SPRING 2005
Metacognition: Punctuated Lectures and other strategies, May 3, 2005
Cooperative Homework Check, April 26, 2005
Think-Pair-Share, April 12, 2005
Background Knowledge Probe (BKP), April 5, 2005
Structured Problem Solving, March 22, 2005
Double Entry Journal (DEJ), March 15, 2005
Focused Listing, March 8, 2005
Application Card, March 1, 2005
Send-a-Problem, February 22, 2005
University of Nevada, Reno
Maintained by: etp@unr.edu