Seven Principles of Good Teaching

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Presentation transcript:

Seven Principles of Good Teaching Effective strategies that can be implemented in your course; regardless of modality. Presented by: Center for Teaching & Learning Excellence

Activity: Name a characteristic of a memorable instructor or teacher you have had in the past?

As you may have noticed… Faculty knowledge of learning is critical Holistic approach – not just about teaching content We need to understand what our students bring to the learning experience Research-based principles can be applied by ALL faculty to improve Teaching and Learning

Seven Principles for Good Practice Encourages Faculty/Student Contact Encourages Student Cooperation Encourages Active Learning Gives Prompt Feedback Emphasizes Time On Task Communicates High Expectations Respects Diverse Talents and Ways of Knowing

Activity: 1. With a partner, complete the packet based off the 7 principles listed. 2. When complete, take a Gallery walk around the room and contribute 3 ideas to any principle chart.

1. Encourage contact between students and faculty Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.

1. Encourage contact between students and faculty In-Person Establish guidelines in syllabus as to how your students should communicate with you Office hours Set clear standards for responding to messages Online Create a welcome video Learning Plan overview videos Icebreaker and Q & A Discussion board Higher-level DB questions Provide instructor biography Students post picture or video introduction Blackboard Collaborate Add profile picture

2. Develop reciprocity and cooperation among students Learning is enhanced when it is more like a team effort that a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one's own ideas and responding to others' reactions sharpens thinking and deepens understanding.

2. Develop reciprocity and cooperation among students In-Person Required class participation Instructor should be clear on expectations Group projects, collaboration Self and Peer Reviews (online too) Online Required participation in Discussion boards Learners should received feedback on their discussions Evaluation should be based on quality (not length in number) Instructors should post clear expectations

3. Encourage active learning Learning is not a spectator sport. Students do not learn much just by sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences and apply it to their daily lives. They must make what they learn part of themselves.

3. Encourage active learning In-Person Learner-Centered Discussion Scenarios Role-play Debate Online Discussion Case studies Simulations Game-based reviews Research Contribute

4. Give prompt feedback Knowing what you know and don't know focuses learning. Students need appropriate feedback on performance to benefit from courses. When getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves. Information Feedback: Provides information or evaluation, such as an answer to a question or an assignment grade with comments Acknowledgement Feedback: Confirms an event occurred. Example: sending an email acknowledging that he or she has received a question or email and that you will respond.

4. Give prompt feedback In-Person Online Check-ins Quick chats Prompt grading Provide positive & corrective feedback Online Students receive feedback on grades Feedback through discussions (peers/facilitator) Weekly announcements Virtual check-ins Bb allows for built-in feedback on tests

5. Emphasize time on task Time plus energy equals learning. There is no substitute for time on task. Learning to use one's time well is critical for students and professionals alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis of high performance for all.

5. Emphasize time on task In-Person Online Course schedule Objectives/Agenda for the day Online Estimate times for completion (VC) Course schedule

6. Communicate high expectations Expect more and you will get more. High expectations are important for everyone -- for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts. Setting high expectation for students lead them to put forth a higher level of effort. Low expectation or clarity of instructors leads to low motivation in your learners.

6. Communicate high expectations Online Clarity of assignments, rubrics/scoring Acknowledge students doing great work. Syllabus quiz In-Person Lay out expectations in syllabus Clear grading guidelines Give challenging assignments Provide examples to follow Publicly praise exemplary work

7. Respect diverse talents and ways of learning There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the room may be all thumbs in the lab or studio. Students rich in hands-on experience may not do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learn in new ways that do not come so easily.

7. Respect diverse talents and ways of learning There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the room may be all thumbs in the lab or studio. Students rich in hands-on experience may not do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learn in new ways that do not come so easily.

7. Respect diverse talents and ways of learning In-Person and Online Universal Design for Learning Set guidelines but allow for choice in projects Let students guide their own learning Acknowledge students from various backgrounds, culture and ages

Universal Design for Learning Set of principles for curriculum development that give all individuals equal opportunity to learn. These principles are strategic, skillful and goal directed Goal: Help student become master learners; not master a specific body of knowledge or set of skills.