1. GOOD PRACTICES in TEACHING S. A. M. Said King Fahd Univ
GOOD PRACTICES in TEACHING S.A.M. Said King Fahd Univ. of Petroleum & Minerals
Sept. 2011

2. Outline Quotes Learning Principles Principles of good practice
Effective Teaching
Concluding Remarks

3. Quotes
“One of the greatest sins in teaching is to be boring” (Baughman, 1979, p. 28).
“I'm sure every one of us can name a teacher that's made a difference in our lives. They were the ones that seemed to understand us the best-or who challenged us the most ”(Stanford, 2000).
“I never teach my pupils; I only attempt to provide the conditions in which they can learn” - Albert Einstein

4. Quotes Tell me and I forget! Teach me and I remember!
Involve me and I learn!
Benjamin Franklin
January 17, 1706 – April 17, 1790!
scientist, inventor, one of the founding fathers of the United States!

5. Quotes
Class is not a transcription session! the worst type of class is one where the information goes from the notes of the teacher to the notes of the students without passing through the minds of anyone

6. Students Learning knowledge of basic learning principles is important.
95 % of the test questions require thinking at the lowest possible level ( recall of information): Bloom.
Bloom identified six levels within the cognitive domain.

7. BLOOM'S TAXONOMY
Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state.
Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate,.
Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.

8. BLOOM'S TAXONOMY
Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.
Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.

9. Factors Influence Students’ Learning
The seven principles of good practice in undergraduate education.

10. Principle 1 Encourages Student-Faculty Contact
Talk with your students on a personal level
Learn about their educational and career plans

11. Principle 2 Encourages Cooperation Among Students
Team effort than a solo race
Good learning, like good work is collaborative and social, not competitive and isolated.
Working with others often:
increases involvement in learning
improves thinking
Deepens understanding
Beginning with the first class have students participate in activities that encourage them to get to know each other

12. Principle 3 Encourages Active Learning
Students do not learn much by just listening
They Learn better if they:
Talk about their learning
Write about their learning
Relate it to past experiences and
Apply it to their daily lives
They must make what they learn a part of themselves.
Ask your students to present their work in class

13. Principle 4 Principle 5 Gives Prompt Feedback Emphasizes Time on Task
Return assignments and tests within a week.
Principle 5
Emphasizes Time on Task
Time plus energy equals learning
Expect your students to complete assignments promptly

14. Principle 6
Communicates High Expectations
Expect more and you will get it.
Encourage students to excel at the work they do
Principle 7
Respects Diverse Talents and Ways of Learning
There are many roads to learning
Encourage students to speak up when they do not understand

15. Student-Centred Approach
Involves more student-faculty contact
Involves use of active learning strategies
Involves appropriate assessment methods
Involves clear expectations
Involves regular formative feedback
Involves more reasonable workload
Involves more independence and choice by the students
Involves a focus on students developing their own understanding of concepts
It is the teacher’s intentions and conception of learning that is critical in the concept of student-centred teaching

16. Good Teaching is About
Motivating students to learn, but also teaching them how to learn.
Doing your best to keep on top of your field.
Listening, questioning, being responsive, and remembering that each student and class is different.
Not always having a fixed agenda and being rigid, but being flexible.
Style. Good teachers work the room and every student in it.

17. Good Teaching is About Humor.
Caring, nurturing, and developing minds and talents. It's about devoting time, often invisible, to every student.
Strong and visionary leadership and very tangible institutional support -- resources, personnel, and funds.
Mentoring between senior and junior faculty, teamwork, and being recognized and promoted by one's peers.
Having fun and intrinsic rewards ... Good teachers couldn't imagine doing anything else.

18. Teaching that Enhances Learning
The most efficient ways in Learning are:
Motivate the students
Stimulate their curiosity
Project-oriented learning
Problem based learning
Student-centered learning
… and the learning will follow by itself.

19. Features of Effective Teaching
Effective Teaching is:
- Evidence-Based
- Conceptually underpinned
- Focus on student learning outcomes, especially:
* Thinking skills and “deep” learning
* Lifelong learning (“learning to learn”)

20. Factors that detract from “deep” learning
Heavy workloads
- reasonable workloads is a key, even if it means reducing content “coverage”
Exclusive use of lecturing
- cut down on lecture time and extend individual study time and time for designated projects
Assessment methods used
- Assessment for learning and not of Learning

21. Concluding Remarks
My job is to motivate and provide opportunities! not to trip them up!
students crave feedback! constructive feedback! one hour mentoring is worth many hours grading
students respect deep knowledge! do not read from notes!
I am a storyteller ! (entertainer ) not a person that just lists facts
Donot expect students to do more work than yourself

22. Concluding Remarks
The emphasis are shifting away from what is taught to what students learn, understand, or discover
Teachers who think at higher levels produce students who are higher achieving
Brilliant teaching reflects scholarship, personal integrity and the ability to communicate with the students.

23. Concluding Remarks
The Seven Principles of Good Practice based on research do enhance learning if implemented
Effective teaching must result in “deep” learning and lifelong learning
Continuous academic development is a must for enhancing student learning

24. Thank you