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Smith, David Horton – Teaching Sociology, 1992
Describes a method of encouraging student participation in large classes where students make brief notes of their participation to turn in at the end of class. Explains that credit is given for each acceptable item up to three a day. Suggests that this system encourages more participation by rewarding participation with higher grades. (DK)
Descriptors: Class Size, Classroom Environment, Grades (Scholastic), Higher Education
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Smith, David Horton – Teaching Sociology, 1991
Describes methods for teaching applications of social psychology research. Divides class time between lectures on applications, new material, and discussion. Requires students' understanding of how concepts can be applied in everyday life. Uses writing assignments and small-group discussions to promote concept recognition. Includes list of reading…
Descriptors: Concept Teaching, Course Content, Course Descriptions, Discussion (Teaching Technique)
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Smith, David Horton – Teaching Sociology, 1996
Reports on a class on deviance that focuses on sociological and transformative processes imbedded in deviant groups. Specifically examines "deviance production groups," groups that turn normal people into deviants (Branch Davidians, Ku Klux Klan). The class is largely structured around group discussions and presentations. (MJP)
Descriptors: Alienation, Antisocial Behavior, Behavior Change, Behavior Problems
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Smith, David Horton; Malec, Michael A. – Teaching Sociology, 1995
Reports on a study of 138 college sociology professors on their attitudes about and techniques for learning students' names. Finds that the number of tactics used for learning names declines as class size increases. Includes 18 techniques for name-learning. (CFR)
Descriptors: Classroom Communication, Classroom Environment, Classroom Techniques, Educational Strategies
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Smith, David Horton – Teaching Sociology, 1996
Connects the personal classroom experiences of a sociology professor with the changes in teaching methods over the last 30 years. Unequivocally, supports the more interactive teaching methods such as collaborative learning, role playing, simulations, and debates. Valuable appendix includes detailed descriptions of six group activities. (MJP)
Descriptors: Cooperative Learning, Discussion (Teaching Technique), Educational History, Educational Philosophy