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Thinking About Teaching and Learning: Developing Habits of Learning with First Year College and University Students (Paperback)

~ Robert Leamnson (Author) "On my office desk I keep a stash of jelly beans in a glass jar..." (more)
Key Phrases: nodal problem, teaching persona, referential writing, Jacques Barzun, William James, Page Smith (more...)
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Editorial Reviews

Product Description

Here is a compelling read for every teacher in higher education who wants to refresh or reexamine his or her classroom practice.

Building on the insights offered by recent discoveries about the biological basis of learning, and on his own thought-provoking definitions of teaching, learning and education, the author proceeds to the practical details of instruction that teachers are most interested in--the things that make or break teaching.

Practical and thoughtful, and based on forty years of teaching, wide reading and much reflection, Robert Leamnson provides teachers with a map to develop their own teaching philosophy, and effective nuts-and-bolts advice.

His approach is particularly useful for those facing a cohort of first year students less prepared for college and university. He is concerned to develop in his students habits and skills that will equip them for a lifetime of learning.

He is especially alert to the psychology of students. He also understands, and has experienced, the typical frustration and exasperation teachers feel when students ingeniously elude their teachers’ loftiest goals and strategies. Most important, he has good advice about how to cope with the challenge.

This guide will appeal to college teachers in all disciplines.


About the Author

Robert Leamnson was Professor of Biology and Director of Multidisciplinary Studies at University of Massachusetts, Dartmouth.

Product Details

  • Paperback: 256 pages
  • Publisher: Stylus Publishing (March 1999)
  • Language: English
  • ISBN-10: 1579220134
  • ISBN-13: 978-1579220136
  • Product Dimensions: 8.7 x 5.8 x 0.6 inches
  • Shipping Weight: 0.8 ounces (View shipping rates and policies)
  • Average Customer Review: 5.0 out of 5 stars  See all reviews (3 customer reviews)
  • Amazon.com Sales Rank: #462,878 in Books (See Bestsellers in Books)

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More About the Author

Robert N. Leamnson
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Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
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First Sentence:
On my office desk I keep a stash of jelly beans in a glass jar. Read the first page
Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
nodal problem, teaching persona, referential writing, new college students, most freshmen, thinking about teaching
Key Phrases - Capitalized Phrases (CAPs): (learn more)
Jacques Barzun, William James, Page Smith, Alexander Astin, Jane Healy
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Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
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61 of 62 people found the following review helpful:
5.0 out of 5 stars A Wealth of Good Advice in a Small Package, September 20, 2000
By Ed Nuhfer (Camarillo, CA) - See all my reviews
Thinking About Teaching and Learning deserves a place on every professor's bookshelf. This author approaches college teaching from a basis that is usually ignored by other authors of resource books on college teaching, namely the basis of neuroscience and brain-based concepts about learning. Leamnson is particularly well qualified to produce such a book: his disciplinary training and research is as a biologist, and his experience in teaching spans several decades. Many aspects of instruction are covered, including practices and evaluation, but the consistent thread throughout is how the brain functions in learning. This approach is immensely valuable, because it focuses on the practical and leads the reader toward practices that have firm foundations in research.

When one realizes that learning, at the basic level of the brain, involves self-initiated brain changes, it becomes obvious that any teaching practice which fails to emphasize student responsibility is incomplete. When one realizes that new knowledge becomes a part of memory through synapses that are organized then stabilized by use, it reveals that good teaching practices are those that promote and accelerate brain change beyond what a student would likely be able to achieve on his or her own. Based on the concepts given in this book, it becomes obvious why "good practices" such as cooperative learning result in significant increases in learning: time spent in class employing many senses, formulating an understanding and communicating it to be reviewed and discussed by others has the potential to employ more synapses than will taking notes and memorizing words. Effective lessons that promote brain change just don't materialize out of thin air; these require informed planning and an investment of time and hard work by teachers. When "good teaching" is viewed as the practice of creating situations that maximize effective usage of students' brains, it is evident why trendy paradigms which emphasize the value of learning while de-emphasizing the value of teaching should be viewed with healthy suspicion.

The author conveys immense respect for both teachers and students and reveals a great awareness that faculty time and student opportunity for learning are assets too important to squander with practices that have no firm foundation. In so doing, the author confronts the meaning and utility of a number of progressive concepts such as passive vs. active learning or learning styles. In so doing, he will cause discomfort for those who are used to parroting popular terms or advocating for progressive practices without having them challenged or subjected to demands for evidence. Here the challenge arises from the very basis of how the brain operates.

This is no dry technical book nor is it a prescriptive reference that reduces teaching to employment of a few prescribed pedagogical techniques. Rather, it is an uplifting resource that admonishes the professor to practice in a holistic way: to learn how to communicate, how to appreciate differences among the student clientele, to love students and, above all, to THINK about the practice of teaching and learning. It is a pleasure to confront a book in faculty development which comes from a reflective passion for teaching, and yet remains firmly grounded in substance.

Thinking About Teaching and Learning, in a very concise and effective format, provides a reader with a central unifying framework through which to evaluate concepts and models that are rapidly being added to the literature on practice of higher education. The professor who first reads Dr. Leamnson's book and then examines practices suggested in the extraordinarily useful Tools for Teaching by Barbara Davis will find that the practices that have been proven to be particularly effective are those that are indeed obviated when understanding how learning occurs in the brain. The same end result will occur for those who make use of the extensive primary literature compilation found in Teaching and Learning in the College Classroom by Kenneth Feldman and Michael Paulsen.

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11 of 12 people found the following review helpful:
5.0 out of 5 stars Practical, Honest, Thoughtful, June 12, 2000
By Rosendo Gonzalez (San Francisco) - See all my reviews
Experience counts, and this is someone who has spent time in the classroom. I found it a concise, but not superficial, summary of one person's take on higher education teaching. This is not another person with a theory, but someone who integrates several approaches in an informed and practical manner. I'm thinking of sharing this book with some Instructional Technology professors. It is that good.
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2 of 3 people found the following review helpful:
5.0 out of 5 stars Insightful guide to teaching college students, November 7, 2004
By Russell Merris (Hayward, CA USA) - See all my reviews
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Leamnson delivers on his title for this marvelous book. Having clearly done a great deal of serious thinking about teaching and learning, he has taken the next step and compared his ideas and experiences with "the experts". The result is a deeply insightful masterpiece.
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