Gross Davis’s Tools for Teaching (San Francisco: Jossey-Bass, 1993)
“a compendium of classroom-tested strategies and teaching suggestions” for both
new and experienced college teachers. Of
the 49 chapters in the print version, 18 are available online.
You can click here to access the table
of contents, or select individual
chapters from the following list:
or Revising a Course: Which
goals are most important for my course? How can I define and limit course
content? What strategies are helpful to structure and sequence course
activities and assignments? Are there useful criteria to consider in
selecting textbooks and readings? Which course policies and logistical
tasks will influence how well my course is managed?
Student Participation in Discussion: How can I create a classroom
in which students feel comfortable, secure, willing to take risks, and
ready to test and share ideas?
a Lecture: Which lecturing tactics can I use to capture and hold
my students' interest and to enhance their retention of information?
Learning: If students learn more effectively in small groups, how
can I incorporate these strategies into my course? Which practices are
most useful for designing, organizing, and evaluating student work in
Students: Which factors should I
consider for enhancing student motivation to learn in my course? How do my
course structure and grading practices influence student motivation? How
can I motivate students to do the readings for my course?
Students Write Better in All Courses:
Do I have the responsibility in my course to help students write
better? How can I teach writing when I am not an English teacher? What are
some examples of effective in-class writing activities?
Tests, and Exams: What can I do to design tests that are
effective in motivating, assessing, and reinforcing learning in my course?
How can I choose the best type(s) of tests for my course? Which steps can
I take to construct effective quizzes and exams?
Practices: Do I have clear and fair grading practices in my
course? Should I grade "on the curve"? How can I minimize
student complaints about grading?
Feedback: Other than an end-of-course evaluation form, how can I
get student feedback during the term to benefit students while the course
is in progress? What can I do to check student understanding of the
material we are covering?