Using English Phrases in the
Chinese University Classroom
Dr. Steve Wallace
Introduction to the speaker
• 13 years teaching Chinese university students
• Scholarly Writing and Scholarly Presentations
in public and private universities
• Speeches and workshops on writing and
teaching at 118 universities
• Collected notes on teaching for 15 years
The First Professors
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Sages, Witchdoctors or Shamans
Not hunters or warriors
Old, experienced, specialized, respected and useful
Sang the knowledge of survival skills
Carried a map – geographical, mineral, biological
World today is less dangerous but more complicated
The Professor’s Goal:
• To give information meaning
• To make students care about the
underlying questions of our domain
• To make independent learners
• To create the learning habit
How do we improve our teaching?
• We learn through teaching
• Beneficiaries of good teaching: The student,
the university, the industry, the nation, the
domain
Show passion and enthusiasm for
your topic
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You are the salesperson for your topic
If you are not interested your students will not
Point out the fascinating aspects
Do not only read your slides
“Only think of his sword and your sword”
Why you might consider using English
is class
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Cons:
Requires a lot of your energy
More difficult for you and students to think in English
Pros:
Improves students’ English
– Research is often in English
– Future academic presentations
– Future job
• You will get to practice your English
Lecture Movement
• Move and don’t stand still or pace
• Stand still for key points
• Move to a distant spot when students
are speaking so students don’t just speak
to you
Lecture Movement
• Pay attention to your audience and pull
students in with eye contact
• To see if you are doing anything
distracting, videotape your class
Helping students listen to your lectures:
Voice
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Enunciate clearly, exaggerate intonation
Speak slower and louder than usual
Repeat important or complex ideas by paraphrasing
Pause after key words
Avoid asking, “Do you understand?”
Instead, repeat the same idea using different words
Pauses
• Especially before new information or key
point in a sentence
“The most important thing we can
conclude about this is... that these
effects cannot be underestimated, and if
you do, you do so at your own risk.”
Pauses emphasize a point
• “We operate behind what is called … the “veil of
ignorance,” meaning that we cannot know or predict
outcomes. The problem is that we fail to treat others
with dignity and respect, and only think of our longer
term goals. Another problem is that our decision
making processes are often … clouded by our own
psychological biases. Psychologists have provided
ample evidence of a number of such biases …
hindsight bias, attribution biases … self-preservation
biases, and others.”
Repeat your points in two or three
different ways
• Students may not have heard it, or understood it, or
had time to write it down
• Stress important points. This can be done with your
tone of voice or what you say
• “Write this down”
• “This is important”
• “This will be on the test”
• Pause to give your listeners time to think and write
Repetition
“There is absolutely no proof for the
effectiveness of this drug – let me
repeat – there is absolutely no proof for
its effectiveness.”
Repetition (for emphasis or
clarification)
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Again, …
Once again,
that bears repeating
let me repeat
that is
that is to say
The point to understand is...
This brings us to our major question
What this means is that....
Reformulations
• A paraphrase or reworded explanation
– “The study found no significant correlation
between input and output under these
conditions – in other words, there was no
meaningful relationship between input and
output, or any effect of input on output, in
such a context.”
Lecture voice
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Emphasize nouns and verbs
Don’t let your sentences fade away
Vary your tone, speed and volume
Simple words and sentences are best
When you can’t think of what to
say
• 1. Don’t use pause fillers: uh, um, er, oh...
• 2. Don’t use other fillers: okay, you know, well,
I mean, like
• 3. Don’t apologize for your speech errors
• 4. Move on to something else
• 5. Use simpler vocabulary
Errors can be minimized and corrected
using these:
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I mean...
that is...
that is to say,
oh, … excuse me...
I meant...
or rather...
let me back up...
actually...
let me rephrase that...
Use “Light” vocabulary - nouns
• Simple words instead of precise academic
terms
• thing, good, people
• Common nouns and adjectives: good, bad,
man/men, woman/women, people, thing
• Indefinite pronouns: everything, everyone,
something, someone, anyone, anything,
everywhere, somewhere, anywhere
“Light” vocabulary - verbs
• light verbs: be, have, do, make, go, come, run, set, put, get,
take, let, become
• Light verbs are useful for
• (1) speaking naturally
• (2) questions and answers
• In formal presentation use specific verbs
• “we conducted a reaction-time experiment”
not “we did a reaction-time experiment”
In a class lecture: give
Formal presentation: contribute, yield, donate
Adding more information / details
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Besides
Furthermore
In addition
Indeed
In fact
Moreover
Second...Third..., etc.
What this means is that...
Avoid lengthy digressions
• “My professor tells stories and makes us laugh all the
time, but he never writes on the board and at the
end of class, it’s hard to know what the main points
were, and what to study.”
Explaining processes
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at first / initially
begin / began by / with
the second step / stage
afterward
then / next / later
as / as soon as
upon (+noun or gerund phrase)
finally, at last
Analysis
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Let’s analyze this in more detail
Where does that lead us?
Let’s examine the implications of this
In real terms, this means in terms of
Reason, cause, purpose
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because
because of
due to
for (conjunction)
for the reason that
since
in the hope that
in order to
so / so that
with __ in mind
for the purpose of
Cause and effect, results
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accordingly
consequently
so / thus / therefore
hence
first (second, third);
another, next
• in conclusion, in
summary
• finally, last
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because, since, for
of course
nevertheless
on the other hand,
to the contrary
Some may / might say /
claim / maintain (that)
• It has been claimed /
argued / posited that
Discipline-Specific Vocabulary
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Don’t avoid discipline-specific vocabulary
Provide explanations
Encourage students to ask about vocabulary
Write key terms or provide a written list
Give students time to note the key terms on
PowerPoint slides
• Seeing words helps students recognize pronunciation
• Misspelled words confuse students
Be aware of idioms and metaphors
• Metaphors might not be understood
• Example: “Throw a curve”
• Use current pop culture references and
explain them
• “Because we all know the story of…, I won’t
tell it here.”
Helping students listen to your lectures:
Outlines
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Write on chalkboard, slide, or handout
“Today we will cover the following topics…”
Helps students take notes and ask questions
Connect to earlier material at the beginning of
a new lecture
• At the end of lectures summarize ideas and
preview next class
Introducing a lecture or new topics
• In our last class we talked•
about …, and today we •
continue with ….
• Last time, we talked
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about..., and today we’ll •
discuss
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• I’d like to start with
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cover today is...
• Today I am going to talk •
about...
Today, I will talk about
First of all, I’d like to talk
about...
Let’s begin with
First of all, …
Starting with
Today’s topic is...
What I want to do today
is...
Examples
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For example, / e.g.,
Take..., for example
For instance
In particular / Particularly
Specifically / To be more specific
To demonstrate
To illustrate
This can be seen in the following example
To illustrate, / To illustrate this point
By way of analogy
What this means is that
Help students create mental models
• Students learn when they find and apply rules
• Structure building: The ability to catch key
ideas, organize them into a mental model, and
relate the model to what students already
know
• This skill contributes to concept learning and
complex mastery
• Map
Make It Stick: The Science of Successful Learning
by P.C. Brown et al., 2014, Harvard University Press
Highlighting, emphasizing
Emphasis
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a lot,
a lot of
certain(ly)
clear(ly)
complete(ly)
definite(ly)
exact(ly)
extreme(ly)
for sure
great(ly)
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indeed
no way
outright
pure(ly)
real(ly)
such a (+ noun)
strong(ly)
sure(ly)
total(ly)
Nine factors that capture and keep the
attention of your audience
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Activity
Reality
Familiarity
Proximity
Conflict
Suspense
Novelty
The Vital
Humor
Inappropriate humor: Don’t
1. Use prepared jokes that have no connection to
your purpose
2. Read your jokes and stories
3. Laugh at your own jokes; or start laughing before
you tell them
4. Announce that you are going to tell a joke; and
apologize if it is bad
5. Criticize the audience for not laughing
6. Tell stories that make fun of others or make them
look bad
7. Use humor that the audience may not
understand
8. Embarrass people
9. Tell dirty stories
Managing Stage Fright
• Visit the room before class to see its size,
layout, the type of chalkboards, chalk, erasers,
and multimedia available
• Practice in the classroom, especially if you are
new to teaching
• Arrive early and meet people
• We are not “cool” - that is okay
• Watch and learn from other speakers
4 P’s for gaining confidence in
presenting
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Pretend
Predetermine
Practice
Prepare
After the Lecture
• Rethink, retool, revise
• Each time you deliver a lecture, you learn
something
• Note how each lecture went and use to
improve
• rethinking the material
• rewriting the lecture
• developing ideas for future teaching
• Include these notes with your lecture notes
Questions in the Classroom
Purpose of asking good questions
• Students become active participants in
learning
• Students engage in higher-level cognitive
processes
– analysis
– synthesis
– evaluation
– critical thinking
Getting students to talk
• Try to get everyone to speak in the first two weeks
• Your manner should be kind
Participation and discussion should be part of grade
• Try a self reported grade for participation
• TA enters or modifies score
Don’t clamp down on tangents right away
• Find treads to pull back class or “we are getting away
from topic”
When you ask a question in class, don’t
immediately call for volunteers
• Problem: Most students avoid eye contact
• The same student always volunteers or you
answer
• Few students think, since they know that
someone else will provide the answer
Don’t call on students cold
• Problem: You stop in mid-lecture and point
• “Joe, what’s the next step?”
• If you don’t give student’s time to think, they
won’t be learning but praying that you don’t
call them
• As soon as you call on someone, the others
are relieved and stop thinking
Calling on studnets - solution
• 1) Ask question and give a short time to create
answer
• 2) Call on a few to report
• 3) If you did not get a complete response, call for
volunteers
• 4) Most students will try to come up with a response
• You’ll avoid the fear of cold-calling and get better
answers
• The important answer is not the one we give and
they forget but the one they keep for themselves
Try pair first, questions second
• Let students try out their answers by quickly
discussing them in pairs or by writing for a
minute or two
• Students are much more willing to share their
answers with the class when they have had
this opportunity
Wait for a response from students
• Do not answer the question yourself
• Don’t repeat it, rephrase it, modify it, call on
another student to answer it, or replace it
• Wait three to five seconds
• Average “wait time” is 0.9 seconds
• Students will respond more, use complex
cognitive processes, and ask more questions
A series of questions confuses
students
• Do not ask, “How are apes and humans alike?
Are they alike in bone structure and/or family
structure and/or places where they live?”
• “Hands will go up in response to the first
question, and a few will go down during the
second, and those hands remaining up will
gradually get lower and lower as the instructor
finally concludes with a question very
different from the one for which the hands
were raised.” (Napell, 1978)
Collect several answers to your
question, even if the first is perfect
• Not all students think at the same speed
• Encourage those not first to continue
reflecting
• Third or fourth answers will add
dimensions
Avoid asking questions without context
“Any questions?”
• Context questions:
• “What questions or clarifications of points
need to be raised?”
• “Please ask questions about the main
characters or the minor characters, whichever
you wish at this point,”
• “In light of Sally’s allusion to Lady Macbeth, I
invite you to ask her some questions for
clarification.”
There are no stupid questions
• “Questions are not a sign of stupidity but
rather show concern and thought about the
topic”
• Do not subtly show that a student is stupid for
asking for a clarification of an idea already
raised in class or in the text
• Easy to do this – Inappropriate smile
For specific information ask specific
questions
• Avoid using “why” and “explain”
• What type of explanation do you want?
• Ask for causal, functional, or chronological
explanations
• For a chronological explanation:
• Not “Why did we have a depression in the 1930s?”
• Better “What series of events led up to the stock
market crash of 1929 and the high
unemployment in the 1930s?”
Prevent one student from dominating
the class
• “Only two comments unless everyone has
spoken”
• “Don’t make Kevin do all the work today”
• Post it notes on desk for points after two no
new points
Tell studnets how to answer
questions
• Tell students what is expected:
– Participate when called upon
– Answer questions as carefully and clearly as
possible
– Address the whole class so that everyone can hear
their answers
– Be as short as possible to maximize classroom
time
When Answering Students’
Questions
• If the question matches class goals: give an
answer or redirect for discussion
• If not related: tell the student where she can
find an answer or offer to discuss after class
• Not necessary to know the answer to every
question
• Students can sense when an instructor
“fakes” an answer
• Instead, offer to find the answer or suggest
where the student can find the answer
Praise the student in a strong, positive way for
a correct or positive response
• “Excellent answer,” “Absolutely correct,”
and “Interesting point”
• Better than “O.K.,” “hmm hum,” and “all
right.”
• When response is long, find at least part
that deserves praise and comment
Tell the student why the answer is
good
• Question: “What function did the invasion of
the Kuwait serve for Iraq?”
• Teacher’s comment:
• “That was excellent, Patty. You included
national political reasons as well as
mentioning the Iraqi drive to become a panArabic leader.”
• Encourage student strongly and specifically
• Demonstrate that you listened carefully
Build on the student’s response
• If you continue to discuss, try to use the
response
• “As Patty pointed out, Kuwait’s political
status . . .”
• Acknowledging the student’s response
shows you listened
Rewarding Student Participation
• Support with encouraging statements
• Sometimes must find good among the bad
• Encourage personal reflection and
independence
• Statements that support initiative,
cooperation and perseverance follow:
Description
•To avoid making a personal evaluation, state an
accepted conclusion:
– 'You have addressed each item.'
– 'That question is probably shared by many here
today.'
– 'That writing exercise was completed just like in
the book.'
Narration
•Narrations usually begin with 'You ......'
–'You're raising an issue that needs
discussion.'
–'You're obviously trying to fit the pieces
together.'
–'You remembered the first step.'
Self-Talk
•Talk about your own thoughts or prior
personal experience
–'I have wondered that, too.'
–'Questions like that have always
intrigued me.'
–'It took me four years to write like
that.'
Nonverbal
•Use body language and facial expressions
–Smile broadly
–Thumbs up
–Move to convey excitement and
enjoyment
Intrinsically-Phrased Reward
Statements
Emphasize feelings of self-satisfaction
• Enjoyment: 'That was fun!' 'What a pleasure it
must have been to do.'
• Competence: 'You did it!' 'An accomplishment.'
• Cleverness: 'That was tricky.' 'Intelligent.'
'Unique.'
• Growth: 'You've taken a step forward.' 'What
changes have occurred?'
Praise effort not intelligence
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Fixed mindset = Success inborn
Growth mindset = Success is based on effort
Examples
“Great job! Clearly, you are very good at
math.”
• “Great job! You must have worked hard at that
problem! Nice effort!”
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Dweck, C. S. (2006). Mindset: The New Psychology of Success. New York: Random House.
Using Socratic Questioning
• Quote: “Can it be, Ischomachus, that asking
questions is teaching? I am just beginning to
see what is behind all your questions. You lead
me on by means of things I know, point to
things that resemble them, and persuade me
that I know things that I thought I had no
knowledge of.”
- Socrates (Quoted in Xenophon's "Economics")
What is Socratic Questioning?
• The teacher pretends ignorance about a
subject to get the student’s fullest knowledge
• Students recognize contradictions, so
inaccurate ideas are corrected through
questioning
• Builds on the mental model the student
already has
Socratic Method Uses Discoverable
Questions
• Questions with follow-up questions help
students answer using his knowledge
• A lesson to the student that he knows how to
think
• None of these questions asks for recall of facts
(Didactic questions)
Discoverable Questions (1)
•Description: What did you see?
•What happened?
•What is the difference between....?
•Reflection: What was interesting?
•What was surprising?
•Analogy: What else does it remind you of?
•What else does it look like?
Discoverable Questions (2)
•Common Purpose: What is the purpose of.....?
•What is the usual function of.....?
•Procedures: How does one normally do......?
•How was this done?
•What is the normal (non- creative) next step?
•Possibilities: What else could .....?
•How could we......?
•If we didn't have, or couldn't use, ......,what
could........?
Discoverable Questions (3)
•Prediction: What will happen next?
•What will you see? What will be the effect?
•Justification: How can you tell?
•What evidence led you to.....?
•Theorizing: Why is it that way?
•What is the reason for it?
•Generalization: What is the same about ....... and ......?
What could you generalize from these events?
•What principle is operating?
•Definition: What does ...... mean?
•Define the word .....
How to respond during Socratic
questioning?
• We “lose our hands”
• Three reflective responses
• Listed by amount of teacher control, starting
with the lightest level
Paraphrase
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Rephrase in your own words
Avoid 'parroting' student’s words or beginning with
'I hear you saying.....'
Example: Student says,
“I am confused. I still don't know what you want
from me.”
• Paraphrase: 'You see no way to start, huh?'
Parallel Personal Comment
• Your feelings that match what the student has
said
• Validate the student’s perspective or confirm
your understanding
• Start with 'I....'
• “I was confused about that myself when I
first read it.”
Questions on student’s response
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Ask for clarification
Dig deeper into the response
“Where does it break down?”
“Could you elaborate or give an example?”
“Who else can build on what she is saying?”
Sentences for asking and
answering questions
Asking questions
• Now I’d like to take some •
questions
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• Do you have any
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questions?
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• Who would like to say
something?
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• Could you say a little
more about that?
• Can you elaborate on
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that?
Do you agree?
What do you think?
How do you feel about...?
What comparisons can
you make between?
What is the point made
by the author of this
article?
How would you
summarize this theory?
Asking questions
• Do you have any thoughts •
on this subject?
• What do you think about •
this?
• Do you agree that...?
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• How does this compare
with X’s theory about...? •
• What’s the point of this
experiment/article?
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• Would someone like to add
to what X just said?
Can someone else help to
correct this answer?
Part of what you said is
correct, but not all of it.
Please hold any questions
until later
Let me come back to that
question at the end
I will come back to that
question in a few minutes
Asking and handling questions
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Don’t hesitate to ask a question.
Feel free to ask any question.
OK. What questions do you have?
Is there anything you want me to repeat?
Are there any questions about Topic 2?
Were there any questions from yesterday’s readings that we
should go over today?
What are some key points from yesterday’s articles?
What’s the theme of Section 4?
How did you come up with this answer?
Going back to the issue of business ethics, what can we learn
from this?
Responding to correct answers or
good questions
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Right
You’ve got it
Good thinking
That’s correct
Yes, indeed Tom has raised an interesting
point
Responding to poor answers or
questions
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Good guess, but...
That’s an interesting idea, but...
Nice try, but not quite right
You’re close, but...
She is asking whether...
He thinks that...
Can you try again?
Good point, but...
Interesting question, but...
Closing a discussion
• Finally I’ll summarize by saying…
• Are there any final questions?
Changing or shifting to new
topics, points or sections
Sequence
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Firstly...secondly... (British)
First...second... (North American)
First of all (colloquial)
Next, After that, / Afterwards,
• Note the difference between the North American style (first, second,
third...) and British style (firstly, secondly, thirdly); chose one style and use
it consistently. For any form of English, ‘first of all’ is colloquial style.
Transitions between ideas, topic shift
to new item
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Now,
Now turning to
Let’s turn to
Let’s turn our attention to
Now, let’s move on to
I’ll move on to
Let me move on to
Next, let’s talk about
I’ll talk about / discuss
Now I’d like to discuss
• This raises the following
issues
• So how about…
• What about …?
Transitions between ideas, topic shift
to new item
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If I could now turn to
My next point is
Now, let’s see what happens.
Now that we’ve resolved that
We will go on to the next point.
Now let’s approach this problem in a different
way.
• The second point I’d like to make is...
Transitions with topic change
• Shift to a new topic with a high falling
intonation over the transition words
• “Now let’s turn our attention to the
implications of these findings for second
language reading instruction at the
university level.”
Minor Topic Shifts
Noun phrase at the beginning of a
sentence to shift topics
• “Motivation in psychology can be
subdivided into different types of
motivation. Extrinsic motivation refers to
motivation driven by an external reward.
Intrinsic motivation refers to motivation
that is driven by a personal or intellectual
interest in what one is doing.”
• (Sometimes with a higher intonation on the noun)
Prepositional phrase to shift topics
• The order of Coleoptera represents a
large and diverse grouping of insects.
Within Coleoptera we find that 90% of
species belong to the suborder
Polyphaga.
There is / are + subject:
• “These were traditionally viewed as mutually
exclusive categories. There is another way to
look at this, however, as we will see later.”
There + verb:
• “At the time, no one dared challenge the
reigning paradigm until the late 50s, except in
certain subfields. There seemed to be no
substantial opposition to this view until two
fronts opened up in what would become a
paradigm war.”
Returning to previous topic
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Now, as for
As for
As regards
Regarding
Anyway,
Anyhow,
Returning to...
Returning to previous topic
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As mentioned
As we saw earlier
As I mentioned previously
….the aforementioned....
As we saw earlier
Let’s go back to I’d like to finish talking
about...before we move on
Explanations
Categorizing and classifying
• X can be divided / classified / categorized by /
into / according to
• the first type / kind
• the second
• the last category
Comparison and contrast
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although
however
in comparison
in contrast
likewise
nevertheless
on the other hand
similarly
whereas
yet
Comparison and contrast - 2
• Now let’s consider the other side of the
argument
• Although some claim that...,
• Some claim / have proposed that …; however,
• … …; however, I would like to show that …
Hedges
• Phrases used to soften or “hedge” statements,
for politeness or to qualify
• The following classifies hedges into linguistic
categories:
Cognitive hedges
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basically
according to
actually
apparent(ly)
approximate(ly)
broad(ly)
clear(ly)
comparative(ly)
essential(ly)
in essence
hypothetically
indeed
likely
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normal(ly)
potential(ly)
presumably
probable
probably
rare(ly)
really
relative(ly)
roughly
somehow
somewhat
theoretically
virtually
Phrase hedges
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as it were
so to say
so to speak
at about
if you know what I mean
in a way
kind of
might as well
be more of a ___
more or less
most
something like
sort of
•
•
•
•
•
•
•
•
•
•
•
•
more of a...
sort of
kind of
can be looked at
can be viewed as
strictly speaking
in one sense
in some sense
in a real sense
would like to
details aside
I wouldn’t if not...
Possibility hedges
•
•
•
•
•
•
•
•
by some chance
hopefully
maybe
perhaps
possible,
possibly
in case of
could
•
•
•
•
can
may
might
if you understand my
meaning
• if you know what I mean
• if you understand what
that means
Quality Hedges
•
•
•
•
•
•
•
•
•
As we all know
as far as we know
as is known
as everyone know
as the saying goes
as they say
from what I hear
in a sense
they say
• for all intents and
purposes
• for all practical purposes
• one might say that
• let us say that
• in a manner of speaking
Quality Hedges
•
•
•
•
don’t you think
wouldn’t you say
as far as I/we know
as you know I / we
understand
• that so-called
• in name
• only like
Quality Hedges
• -like, -esque, -ish
• The color is kind of navy-ish.
• That’s rather Clinton-like.
• That's rather Obama-esque.
• That’s more of a quasi-theory, if not a bad
theory altogether.
• quasipractically
Attitude adverbs
• Used for explanations and topic shifts
• Fortunately, a way has been found to resolve
this long-standing problem.
• Naturally, one would want to assess the risks
first.
• Especially, we would like to contain our
company’s bleeding of cash.
Attitude adverbs
•
•
•
•
•
•
•
•
•
•
•
•
actually
apparently
basically
by the way
briefly
certainly
clearly
conceivably
confidentially
curiously
especially
evidently
•
•
•
•
•
•
•
•
•
•
•
•
fortunately
hopefully
hypothetically
ideally
incidentally
indeed
interestingly
ironically
naturally
oddly
predictably
presumably
•
•
•
•
•
•
•
•
•
•
•
regrettably
seriously
strangely
surprisingly
thankfully
theoretically
Therefore
truthfully
ultimately
unfortunately
wisely
Topical adverbs
• Identify the topic of the coming clause
–to make the topic clear
–to emphasize the speaker’s point
–to shift the topic to a new but
somewhat related topic
Example sentences with topical
adverbs
• Economically, this would be infeasible to
implement while the markets are too unstable.
• Politically, it would be unwise for the senator
to suddenly propose such an outrageously
expensive funding project at such an
economically depressed time as this.
• Biologically speaking, it would be imprecise to
call this a virus.
Adverbs for specific topics or fields of
study
•
•
•
•
•
•
•
•
scientifically
mathematically
artistically
financially
intellectually
philosophically
computationally
psychologically
•
•
•
•
•
•
•
•
economically
politically
intellectually
biologically
environmentally
presently
evolutionarily
emotionally
Summarizing and concluding
Finishing a topic / item
•
•
•
•
•
Well, I’ve told you about
That’s all I have to say about
We’ve looked at
We’ve seen how
So much for...
Summarizing and concluding
• To summarize
• Up to now, I have been
trying to show...
• In summary
• Let’s put together
• What we have been
everything we have
talking about...
talked about so far
• Okay, we have
• The conclusions we can
discussed...
draw from this are...
• In conclusion
• To conclude
• How would you
summarize the theory?
Preparing to summarize and move on
•
•
•
•
•
Consequently
now we need to...
Therefore
• Well, moving on to
the next issue
To sum up
• There’s another point
All in all
that relates to this
Just one more thing
issue
that
we
haven’t
before we move on
considered yet
• Okay, we have
finished topic X, and
References
•
•
•
•
•
•
•
•
Bligh, D. A. What's the Use of Lecturing? Devon, England: Teaching Services Centre,
University of Exeter, 1971.
Brown, G. Lecturing and Explaining. New York: Methuen, 1978.
Brown G., and Atkins, M. Effective Teaching in Higher Education. London: Methuen,
1988.
Chism, N.VN. "Large-Enrollment Classes: Necessary Evil or Not Necessary Evil."
Notes on Teaching. Columbus: Center for Teaching Excellence, Ohio State
University, June 1989, pp. 1-7.
Christensen, N. "Nuts and Bolts of Running a Lecture Course." Jn A. L. Deneff, C. D.
Goodwin, and E. S. McCrate (eds.), The Academic Handbook. Durham, N.C.: Duke
University Press, 1988.
Day, R. S. "Teaching from Notes: Some Cognitive Consequences." In W.J.
McKeachie (ed.), Learning, Cognition, and College Teaching. New Directions for
Teaching and Learning, no.2. San Francisco: Jossey-Bass, 1980.
Dubrow, H., and Wilkinson, J. "The Theory and Practice of Lectures." In M. M.
Gullette (ed.), The Art and Craft of Teaching Cambridge, Mass.: Harvard University
Press, 1984.
Eble, K. E. The Craft of Teaching. (2nd ed.) San Francisco: Jossey-Bass, 1988.
References
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Ericksen, S. C. "The Lecture." Memo to the Faculty, no. 60. Ann Arbor: Center for Research on Teaching and Learning,
University of Michigan, 1978.
Erickson, B. L., and Strommer, D. W Teaching College Freshmen. San Francisco: Jossey-Bass, 1991.
Frederick, P. J. "The Lively Lecture- 8 Variations." College Teaching, 1986, 34(2), 43-50.
Hilsen, L. "A Helpful Handout: Establishing and Maintaining a Positive Classroom Climate." In E. C. Wadsworth, L. Hilsen, and
M. A. Shea (eds.), A Handbook for New Practitioners from the Profession land Organizational Development Network in
Higher Education. Stillwater, OkIa.: New Forums Press, 1988.
Holmgren, P. "Avoiding the Exam-Return Question ‘Wall'- Working with Your SERC Committee." Journal of College Science
Teaching, 1992,20(4), 214-216.
Honjo, R. T. Speak of the GSI: A Handbook on Teaching. Berkeley: Department of Mechanical Engineering, University of
California, 1989.
Johnson, C. R. Taking Teaching Seriously. College Station: Center for Teaching Excellence, Texas A&M University 1988.
Lowman, J. Mastering the Techniques of Teaching. San Francisco: Jossey-Bass, 1984.
Marincovich, M., and Rusk, L. Excellence in Teaching ElectricalEngineering. Stanford, Calif.: Center for Teaching and Learning,
Stanford University, 1987.
Penner, J. G. Why Many College Teachers Cannot Lecture. Springfield, Ill.: Thomas, 1984.
Scott, M.D. Agents of Change: A Primer for Graduate Teaching Assistants. Chico: College of Communication, California State
University, 1990.
Shea, M. A. Compendium of Good Ideas on Teaching and Learning. Boulder: Faculty Teaching Excellence Program, University
of Colorado, 1990.
Shulman, L. S. "Knowledge and Teaching: Foundations of the New Reform." Havard Educational Review, 1987, 57(1), 1-22.
Wiseman, M. "The BIJOU Teaching Support System." Perspectives in Computing, 1986, 6(1), 5-13.
Books on Teaching and Learning
•
•
•
•
•
•
Bain, K. 2004). What the best college teachers do. Cambridge, MA: Harvard
University Press.
Barkley, E. F. (2010). Student engagement techniques: A handbook for college
faculty. San Francisco: John Wiley & Sons.
Bowen, J. A. (2012). Teaching naked: How moving technology out of your
classroom will improve student learning. San Francisco, CA: John Wiley & Sons.
Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science
of successful learning. Cambridge, MA: Belknap Press.
Gabriel, K. F., Flake, S. M. (2008). Teaching unprepared students: Strategies for
promoting success and retention in higher education. Sterling, VA: Stylus
Publishing.
Willis, J. (2006). Research-based strategies to ignite student learning. Alexandria,
VA: Association for Supervision and Curriculum Development.
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