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Video Resources (available at Mansfield Library)*Encounters With Teaching (University of Washington,
1981; 26 min.) Although this tape is rather dated, it provides thirteen scenes of problematic teacher-student interactions. Each scene is introduced by a narrator, and following each scene a few questions are presented for consideration. The scenes are: 1) "Last Quarter's Grade," 2) "Office Hours," 3) "A Paper You've Read Before," 4) "Language Problems," 5) "Speech Topics," 6) "Minority Issues," 7) "Resistance," 8) "Student Critiques," 9) "Appropriate Materials," 10) "Class Discussion," 11) "Relations with Students," 12) "Make-up Grades," 13) and "Group Grades." Comes with a detailed instructor's guide with questions that should be distributed to participants prior to viewing the video.
*Models in Excellence (California State University
at Chico, 1989; 24 min) This tape (although somewhat dated) describes the characteristics of teachers who have earned recognition for their exemplary efforts in helping students learn. The video presents visits to the classrooms, students commenting on effective teaching, and teachers speaking about their instruction. The videotape highlights the theme that teaching is a passion through a series of examples accompanied by the by the narrator's comments.
*Teaching in the Diverse Classroom (University of
Washington, 1991; 36 min) This video features strategies that faculty and TAs can use to teach effectively in classrooms that include students from diverse backgrounds. The four teaching strategies identified are: the including of all students, recognizing different ways of learning, promoting respect, and acknowledging diversity in the curriculum. The video features students who talk about their educational experiences and teachers who discuss how to teach more effectively in an increasingly diverse academic setting. The teachers explain how they adapt their teaching so that all students feel included at the university and are challenged to learn.
*The University Lecture: Four Teaching Styles (University
of Arizona, 1987; 26 min) In this video a trained actor presents four lecture prototypes-the formalist, the buddy, the disciplinarian, and the interactor. The lecture material is the same but the dynamics and presentation styles differ. The video is accompanied by an evaluation list of negative and positive features of each style.
*Making Large Classes Interactive (University of
Cincinnati, 1995; 30 min) "The program suggests how even large classes can be made interactive. Five faculty members, from a variety of disciplines at a large research university, talk about their own practical strategies, which include both high tech and low tech approaches. The faculty discuss the development of their techniques and point out many of their struggles along the way. Actual classroom scenes illustrate how these faculty succeed in making their classrooms interactive learning environments." *Engaging Students in the Large Class (Brigham Young
University, 1994; 35 min) A selection of Brigham Young University faculty discuss
the issues that a large class presents, and offer suggestions
for effective teaching to counteract some of those issues.
Stressing the importance of relating material to personal
*Enabling Teaching Assistants (Brigham Young University,
1995; 21 min) Teaching assistants and faculty members at Brigham Young University discuss the roles and responsibilities of teaching assistants and their supervisors. Comes with an instructional booklet with discussion questions. An informative video for both T.A.'s and their supervisors. Comes with a training manual and booklet of discussion questions.
*Effective Teaching (Paradigm Publishing International,
1990; 114 min) This videotape is divided into two parts. Part one illustrates
how NOT to be an effective teacher and then illustrates
and discusses how one can become more effective. Part two
includes a variety of video clips that illustrate performance
activities of live instruction. Each clip is coordinated
with workbook activities. The workbook is also available
from IMS. *Classroom Research: Empowering Teachers (University
of California, Berkeley, 1990; 18 min) *What to Expect in the College Classroom (Indiana
University, 1996; 35 min) This tape is, admittedly, directed more towards high school students making the transition to college rather than to college teachers. However, it is provides valuable insight into a student's viewpoint as s/he first enters college. During their first semester, students often encounter a bewildering variety of instructor expectations in the different disciplines and in the courses they enroll in. Guided by a student host, the video presents classroom experiences of different freshmen and sophomores in various college courses. Discusses student responsibility, workload, methods of inquiry, perspectives, and more. *Women in the Classroom: Cases for Discussion (Harvard
University, 1996; 27 min) This video, produced by Derek Bok Center for Teaching and Learning at Harvard, asks the question, "What prevents full participation of women in academe and how can classrooms be made more open for them? A series of vignettes address these central questions, depicting moments in teaching and learning in which the role of women is an issue-because of the gender of the teacher or the students, because of the topic, or both. It focuses on habits and styles of expression set in classrooms ranging from science and economics to women's studies. In addition, there is a series of "shorts," provocative one-liners on gender issues. This tape comes with a discussion guide. |
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