Customer Reviews

Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom (Jossey-Bass Higher and Adult Education)

5 star:		(7)
4 star:		(1)
3 star:		(1)
2 star:		(1)
1 star:		(1)

 

 

Professor Bean provides the theory behind his recommendations but, as any teacher who has delved into this literature knows, theories about effective teaching aren't in themselves necessarily very helpful. What one needs is practical advice, and this book has it---lots of it. Bean identifies different writing activities for students; shows how to design tasks for active thinking and learning in the classroom; suggests effective ways to make use of small group discussion in the classroom; explains ways to increase active learning in a lecture course; discusses the mechanics of grading papers; and shows how to enhance learning in essay exams. Even for the experienced teacher, there's a good deal of worthwhile material here, and it's cogently presented. A highly recommended book for the professor who wants to increase active learning in the classroom and get more out of a lecture course.

John C. Bean presents a thorough, logical discussion covering issues that (may seem basic) but that I for one, still struggle with - successfully integrating critical thinking writing assignments into my courses.

Bean blends relevant research and studies to explain and justify what works and what fizzles. His text offers strategies and assignments - from short, informal writings to involved research projects. His work considers learning styles - (students and instructors). The author models rich critical thinking and writing - the discourse allows learners to make their own connections and discoveries (while absorbing the valuable resources and information provided) Readers, like students engage in the journey of sense-making.

In sum, this is not just a book of potential exercies - it is a rich resource for instructors grappling with issues of assessment, critiquing, and the fear of grading overload. These topics and more provided me with some wonderful "aha" moments.

It's the "aha"s that spark my spirit of inquiry - and this is what I strive to share with students.

Bean's text is a thoughtful and useful pedagogical "storehouse" of ideas that teachers can use in their classrooms. Not only does the text provide the theory _behind_ collaborative/cooperative approaches to teaching, but it provides such ideas for a wide array of subjects. Anyone who values the teaching of writing--whatever the subject area--will find good value in Bean's text.

This book has revolutionized my teaching procedures. Bean shows us how to be more effective teachers without adding to the time we spend prepping and grading. The students are more engaged and writing better essays, and I am spending the same or less time preparing and grading. There are tips on everything from in-class exercises to constructing formal writing assignments. I recommend it to anyone teaching composition or any class with a critical thinking/writing component.

John Bean has written an extraordinarily helpful book for college teachers. He advocates using active learning techniques to help students learn to think critically. How do we help students learn critical thinking? By asking them to externalize their thoughts through writing assignments, thought pieces, minute papers, essay exams, term papers, and many other formats that I had never thought about. Bean argues that instructors should focus on revisions rather than end products, thinking about writing as a process and thus helping students understand that they can always make something better, if they use some simple techniques. As I read, I jotted down notes for my teaching class, ideas on how to revise my first year seminar, and ended up with a desk top covered with yellow sticky notes! As did another reviewer, I borrowed this book from the library but ended up buying my own copy, so that I can re-read it before every semester. I highly recommend this book to anyone using an active learning approach in their college courses.

I was suprised to find mostly high school activities in this book. After teaching for 20 years, I guess I have seen it all. However, the book is good for novice teachers.

I had to buy this book for my Methodology and Theory of Composition class. While I find beans ideas useful in the classroom, it seems like he writes in a very simplistic manner that makes me feel as though he is writing to a less experienced audience. (Rather than to a professor). I find this book to be useful for both the beginning as well as seasoned writing instructor, although some portions of the book may seem redundant.

The book brings great pleasures to this teacher in several ways. First, it is easy to read. The whole book is summarized well in the first chapter, of mere 12 pages. Second, it provides so many practical ideas that are fun for both teachers and students. Third, and probably most amazingly, I find ways to teach better, to help students learn more and more engagingly, with LESS work for the teacher--truly incredible! I have bought at least five copies for my best friends. My copy is filled with my notes on the generous 2.5" left margin and 1" right margin. It is also enthusiastically recommended by some of the top books on teaching methods.

Disappointing. The organization was poor, and the writer failed to profer anything new or creative.
I was hoping to glean some new ideas to reference in a faculty development workshop, but found better material via random web searches.

This book is critical for the Borderland Project Writing, and we recommend this book extensively; guides the students to a clear understanding of the problems we are facing in our borders.

We receive this book promptly, with no delays and in a very good condition, the packaging made a difference on how we received these books.

Thank you so much for shipping the order to us so quickly.

Sincerely,

Professor Chris Burnham.