Teaching Tips
The following tips have appeared in the Center’s weekly newsletter and offer practical information to new and experienced faculty for providing learner-centered teaching.
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Assessment |
Assignments |
In the Classroom |
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Course Design/Development |
Student Engagement/Behavior
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Teaching Strategies/Behavior |
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Student Feedback |
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Research shows that students construct new knowledge based on what they already know (or don’t know). A quick way to assess prior knowledge is to give them a FINGER QUIZ! For example, "How familiar are you with Donald’s Learning to Think?" Raise your hand: 5 fingers = know it well 3 fingers = know something about it 0 fingers (closed fist) = never looked at it. This not only highlights what’s coming for your students but helps show you where to start! Want to know more? You can find a FREE download of How People Learn: Brain, Mind, Experience, and School by Bransford, Brown, & Cocking, Eds. at http://www.nap.edu/openbook.php?record_id=6160[top of page] |
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Cooperative learning is a structured form of small group problem solving that can really enhance learning. Faculty are sometimes hesitant to implement cooperative learning activities due to time constraints-- but the more structured you are, the less time it takes! Here are three rapid reporting methods you may want to try! 1. Three stay, one stray. One person from the group leaves to share his/her group’s findings with another group. The members that stay have to share what they’ve learned when their stray returns home.2. Luck of the Draw.* Playing cards are used to assign an identity to each student in a group. Students complete tasks together making certain that each group member could serve as a spokesperson. Responses occur by card selected.3. Gallery Walk. Groups are asked to put main ideas on sticky notes which can be posted for all groups to view.
*You can prepare group assignments in advance using folders. The folder contains the
playing cards for that group and the assignment. At the end of the allotted time,
the instructor selects a reporter based on the cards (e.g., all face cards report).
http://www.theideacenter.org/sites/default/files/IDEA_Paper_38.pdf |
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Getting Students to Read Have trouble getting students to read assigned readings? http://www.umbc.edu/insights/2005/10/faculty_development_getting_st.html |
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Here’s a tip from our online subscription of The Teaching Professor. This one was adapted from an article in the August/September issue.
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Here’s a tip from our online subscription of The Teaching Professor. This one was adapted from the article in the 2007 August/September issue written
by Amy Getty entitled, "What Are They Doing Over There in the English Department?"
1. A first-year composition course lays a foundation-it does not create perfect writers. 2. No matter our discipline, we are all writing teachers. 3. Teach students to write in your field by identifying clear expectations along with an assignment sheet. You may also want to distribute a simple rubric so students know how they will be assessed and what’s expected. 4. Assign more writing. We cannot expect our students to be better writers if we do not ask them to write. Don’t forget we have campus resources to help! [top of page] The Southeastern Writing Center in DVIC 383 assists students with all their writing needs. http://www.selu.edu/acad_research/programs/writing_center/index.html |
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Here’s a tip from Linda B. Nilson’s Teaching at Its Best: A research-based resource for college instructors.
1. 10 percent of what they read 2. 10-20 percent of what they hear 3. 30 percent of what they see 4. 50 percent of what they hear AND see 5. 70 percent of what they say 6. 90 percent of what they say AND do 7. 97 percent when they use three sensory modes ---- auditory, visual and experiential!
Some students prefer to learn by listening, some by reading and writing, some by watching,
and others by doing hands-on activities. All students learn more and better from a
multi-sensory, multi-method instruction. http://www.businessballs.com/howardgardnermultipleintelligences.htm http://www.marin.cc.ca.us/~don/Study/13styles.html[top of page] |
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Questions that Students DON’T Ask! 1. What should I call you? 2. What will you call me? Everyone loves to be recognized. Students at Southeastern often comment that our professors take the time to learn their names. To many students, this shows that you care about them as a person. Many students, like faculty, object to some forms of their name. For example, some students object to being called by their last name, "Hey Smith, please read the next passage." Most students prefer to be called by their first name. You may wish to ask students their preference as you disclose your own. Begin learning and using names early to call on your students. 3. Are you trying to scare me? Unfortunately, some professors use the first class meeting to "show their teeth". They decide the class is too large and they want to cut-it-down quickly so they exaggerate the requirements and expectations of the class. PLEASE - No scare tactics! Students should be given an honest appraisal of the amount of work involved in order to be successful in the class. 4. This class is rather large. Will you really care if I come late or leave early? Absolutely. Students should be told what the expectations are. Class interruptions (coming late, leaving early, cell phones, etc.) should be addressed. Your behavior (arriving late, leaving early, putting off questions) may send an unwanted message to your students. Let your students know that you will start on time, work to the end, and you expect the same from them. 5. I know you’ve listed office hours, but will you really be there? When you list office hours on your syllabus, you need to make every effort to keep them. If you must be away from your desk during scheduled office hours, please leave a note so that students will not wait for you. 6. Will I have to say anything out loud in this class? On the first day of class you should explain the teaching techniques that you will be using. This may be printed on your syllabus. Many students are terrified of speaking out in class but class participation can help students clarify their thinking. Small group discussions may ease students into class discussions. 7. If I do ask a question, will you make me feel stupid? It takes some students a long time to generate the courage to ask a question in class. Please be considerate. Students should be able to speak out in class and ask questions without the risk of embarrassment. 8. Does this syllabus really list all the requirements? Last semester I had a professor that announced a term paper two weeks before finals. The University policy states that you must indicate the "approximate number and type of major examinations, papers, and projects" on your syllabus. If you think you might include additional assignments not mentioned on your syllabus, please warn students early. [top of page] |
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During the first weeks of class, you set the tone for the entire semester. Here’s
a nice idea noted by Debbie Johnson from the Teaching Professor Conference to reinforce
the importance of attending class. |
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An issue of The Teaching Professor has an interesting article by Graham Broad, Kings University College, University of Western Ontario entitled, "The Things I Did Badly: Looking Back on My First Five Years of Teaching". His top five are summarized below.
1. Not taking advantage of research on pedagogy. There’s more to teaching than instinct and teaching the way we were taught. Keeping up with your field should involve both content AND pedagogy. Take advantage of the pedagogical literature.
2. Chastising the whole class. Dealing with students issues on a one-on-one basis (e.g. absences) is often much more effective and lessens the possibility of making the whole class resentful. Of course, there are situations where the whole class MAY need chastising!3. Being defensive about student complaints. We are training our students to analyze and think critically. Don’t object when that critical thinking is applied to you!4. Answering student email at all hours. We are entitled to private lives, and do not have to be on call for our students at all times. You may want to establish email hours for responding to student email.5. Egotism. Try as we might, we may not reach all students. Some students may simply choose NOT to benefit from our efforts.
For more details, read the entire article---remember, the Center provides you with an online subscription of The Teaching Professor! [top of page] |
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Here’s a tip from our online subscription of The Teaching Professor. This one was adapted from the article in the 2008 December issue written by Angie
Thompson entitled, "Daily Experts: A Technique to Encourage Student Participation".
the material |
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The December issue of The Teaching Professor had an interesting article entitled, "Collecting Colleagues for Teaching and Learning." The article encourages each of us to form a network of colleagues who can help us grow pedagogically. Suggestions for colleagues to "collect" are
1. A departmental colleague Someone who knows, loves, and understands the content. This person may help with lesson plans, sample problems, test questions, and ideas for engaging your students in classroom discussions.2. A colleague from another department Teaching transcends disciplines. Finding someone from another discipline who likes to talk about teaching exposes you to new ideas, different approaches and policies that are not content-specific.3. A good teacher You need someone in your network that is a "better" teacher than you are! Whether they are "better" because of more experience, more content knowledge, or more knowledge of research in pedagogy---you can learn from them. Maybe they can share a good article, a helpful book, or just offer some great advice.4. A teacher from elsewhere Take advantage of list serves, blogs, or other electronic sources for connecting with a teacher from another university with whom you can share teaching discussions without interference from local issues, politics, and problems.5. A teacher you can teach As many of us try to tell our students, if you really understand something you should be able to explain it to someone else. Sharing your expertise can help develop expertise.
For more of the details, read the entire article---remember, the Center provides you with an online subscription of The Teaching Professor! [top of page] |
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There are numerous research studies to support the benefits of using collaborative
groups. Some contend that students learn more, retain it longer, and are generally
more satisfied with the learning experience. Successful group work is the result of
careful planning by the instructor. It is NOT a substitute for lack of preparation.
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Finishing those Mid-terms? Trying to decide what’s working and what’s not? Try your
own midterm evaluation. |
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In case you missed Debbie Johnson’s March 20 workshop, "Creating and Implementing
Successful Group Projects for Your Classes," here’s an interesting tip. |
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As final exams get closer, our offices get busier. More and more students realize
they need to visit with their professors. Here are some tips for making the most of
your office hours taken from Teaching at Its Best: A research-based resource for college instructors, second edition by Linda B. Nilson. - Advise students how to prepare for a visit to your office. - Bring appropriate materials book, HW problems, papers, etc. for the change of grade. - Reserve the right to terminate or reschedule the office visit if student is not prepared. - Remind students that the purpose of office hours is NOT to get a condensed version of the class they missed OR for you to complete their HW.
Tip #2: Make them feel comfortable. - Give them your undivided attention! - Let them know you appreciate their coming and you want them to feel welcome to come back!
Tip #3: Know your limitations. - Students in serious emotional or academic trouble should be referred to the appropriate unit on campus counseling center, their advisor, tutoring labs, etc. |
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The end of the semester puts added pressures on you and your students. Here are 3Rs
that may help. |
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Here’s a tip adapted from an article in the August/September 2009 issue of The Teaching Professor written by Sara J. Coffman at Purdue University entitled, "Teaching Strategies That
Help Students Learn." |
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Here’s some advice adapted from an article in the August/September 2009 issue of The Teaching Professor written by Christy Price, Dalton State College, GA entitled, "Why Don’t My Students
Think I’m Groovy?" In this article Price shares her findings from a qualitative analysis
of narratives provided by more than 100 Millennial learners. 1. Relevance-Find ways to connect your content to the current culture. These students don’t typically
embrace, "learn for the sake of learning". Even the use of humor was perceived as
making a connection. |
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Responding to Student Questions Questioning is a very important classroom component for you AND your students. As faculty, we often feel more comfortable asking than answering. How would your students reply to the following? Usually, sometimes, or seldom |
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Too much class participation? If you have a student who dominates your classroom discussions you may want to try these tips.
· Communicate your expectations for an effective discussion and teacher-student exchanges to the entire class. The earlier in the semester you do this--- the better! · Design classroom activities that require contributions from a variety of students: small group reporting, sharing examples, etc. · Impose a wait time ---at least ten to 15 seconds before anyone can respond to your question(s). This will allow more students to think through and formulate a response. · Vary your method for calling on students---raised hands, 3 rdperson in every row, random selection (e.g., shuffle and draw index cards with students names). · If necessary, talk with the student privately and explain why too much participation from one student may inhibit the learning of another. You may want to encourage the student to ASK questions rather than answer them.
Using positive strategies, rather than rude and demeaning tactics, should resolve the over-participator problem and broaden participation in your classroom discussions.
Read more at: |
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As we hit the middle of the semester, you may be reevaluating your course to decide
what’s working and what’s not. Here’s a quick "midterm" for faculty! |
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Service-learning is a teaching strategy designed to enrich the learning experience
by integrating instruction and reflection with meaningful community service. Faculty
from a variety of disciplines have used service experiences to facilitate better understanding
of their course material. As you begin to plan for the spring semester, why not consider
implementing a service-learning component in one of your classes? |
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Here’s a tip for generating participation in a large class discussion adapted from an article in the November 2009 issue of The Teaching Professor written by Elayne Shapiro at the University of Portland entitled, "Could We Hear from Somebody Else, Please?" 1. Divide the class into groups and assign each group a section of the material to be discussed with specific questions to be addressed. 2. One group member begins answering the first question but is allowed to stop at any time. The next person in the group must pick up where the first member stopped. Again, the group member can say a little or a lot. All group members must contribute. They can modify or amplify what the previous person said, or they can move to another question. Discussion continues "traveling" within the group until all questions are answered. This discussion method could be tailored for a variety of disciplines and might include discussing a case study, explaining an historical event, describing a concept, etc. [top of page] |
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Here are some tips adapted from an article in the January 2010 issue of The Teaching Professor written by Grace Johnson, Marietta College, OH, entitled, " 100 Things Restaurant Staffers Should Never Do: Adapted for Teachers." |
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Here are some tips adapted from an article in the December 2009 issue of The Teaching Professor, titled, "Teachers Who Improved." The article describes a recent study that examined
factors contributing to improved teaching performance. More than 200 faculty respondents
identified the following as attributing to the increase in end-of-course ratings.
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Here are some tips adapted from the article in the December 2009 issue of The Teaching Professor, "Cool Calling: A Creative Way to Start Discussions." The article revisits a 1989
article about classroom questions. |
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Here’s an idea from the article in the February 2010 issue of The Teaching Professor, "The Front Row: A small group feel in a large class", written by John Allison of
The College of New Jersey. |
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We are coming to that time in the semester when everyone starts to feel overloaded---both
faculty and students. Students may become ‘less agreeable’ in the classroom and you
may have less patience to deal with this. |
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Here’s an idea excerpted from, "A Course Redesign that Contributed to Student Success",
January 2009, The Teaching Professor. |
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Often the best ideas for enhancing your teaching are offered by faculty outside your department. Take time to network with your interdisciplinary colleagues at one of the Center’s upcoming events. [top of page] |
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The last day of class can be just as important as the first. Focusing on the 3 F’s can benefit both you and your students.
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Knowing and using students' names shows that you are interested in your students as individuals and helps to establish a more comfortable, less formal atmosphere in class. As Dale Carnegie famously said, "Remember that a person’s name is to that person the sweetest and most important sound in any language."
Learning the names of your students can seem like a daunting task, but it can be done. Here are a few tips from Carnegie Mellon. 1. Use name tents. Ask students to write their names in large letters on both sides of a folded 5 x 8 index card and to keep this card on their desks for the first few classes. 2. Annotate your class roster. When you meet the class for the first time, take a few extra seconds for each student to identify his or her most 1-2 outstanding physical features or other noticeable traits. Be sure to include ways of pronouncing names that are unfamiliar to you. 3. Use mnemonics. Associate a person's name with a physical feature. Often you can relate the name (or key words with similar sounds) to something more meaningful and concrete with visual images. For example, a tall, thin student named Creighton Rosental can be visualized carrying a large crate of roses on his head. To read more, visit http://www.cmu.edu/teaching/resources/studentnames.html |
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Reference: Sterngold, A. (2004). Confronting plagiarism: How conventional teaching invites cyber-cheating. Change, May/June, 2004, 16-21. Excerpted from Designing Assignments to Minimize Cyber-Cheating, The Teaching Professor. * Break up major research papers into smaller assignments "Dividing a research assignment into a series of more manageable components forces students to work on the project over time instead of trying to write the entire paper at the last minute when they may be most tempted to plagiarize." (p. 18) * Require students to write about course-specific topics The advice here is to tie topics closely to course objectives and content. "I often require students to write research papers relating course topics to campus speakers or current news events." (pp. 18-19) The more course-specific the paper topic, the more difficult it is to find material that can be directly pasted into the paper. * Choose some required source material for your students Select major reference works in your field and sources you know well. Students are less likely to plagiarize if you have demonstrated your knowledge of the sources. * Incorporate assignments into class discussions and tests "I frequently call on students during class discussions to give examples from their research that relate to the day’s topics." (p. 19) This practice encourages students to work more persistently on their papers at the same time it makes clear who is not working on their paper. * Meet with students to discuss their research This reinforces the importance of the assignment and helps students develop the kind of comfort and familiarity with their topic and sources that ends up making them confident enough to rely on their own ideas and opinions. * Require students to submit printouts of source materials This all but ensures that students won’t plagiarize from these sources. If it sounds cumbersome and daunting, Sterngold reports, "Reading over the students’ article-packets is less tedious and time-consuming than you might fear if you assign research topics that interest you." (p. 20) [top of page] |
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Making the Most of Office Hours Office hours provide prime time for one-on-one mentoring opportunities with your students.
1. Be hospitable. This time is for students---make them feel welcome. Have a chair ready, put your
cell phone away, and turn away from your computer.
Reference: Walsh, M. (October, 2010). Making the Most of 2,700 Minutes. The Teaching Professor Newsletter, 24(8). Read more by visiting our online subscription of The Teaching Professor? Call the Center for login information. [top of page] |
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Make it Relevant Demonstrating the relevance of your course content and activities can increase student interest and motivation and increase your SOTs!
1. Share your learning outcomes for the course with your students in class discussions, not just on your syllabi. Let students know why the knowledge and skills identified in the learning outcomes are important to the course and to their future.
2. Tie each assignment to the learning outcomes. Let students know what the assignment is designed to accomplish, how it will help them achieve the learning outcome(s) and what they will know or be able to do as a result of the assignment.
3. Begin each class with “What, Why, and How” the day’s discussion connects to the learning outcomes. Let students know what you are doing in the day’s class, why you are doing it, and how it will be done. Students may be more likely to fully participate and engage in course activities if you share the logic of your course design. Recognizing the relevance of a course also contributes to higher student ratings on course evaluations. Reference: Fox, J. (May, 2009). Establishing Relevance. The Teaching Professor Newsletter, 24(5).
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Keeping it Personal in Your Online Class You don’t have to lose the personal touch just because you teach an online course. Help your students get to know you by creating an instructor introduction for your course. This can be done as a video clip, audio clip, or in writing. Give your students a glimpse of your personality by delivering your introduction as you would say it in person. If you choose video or audio, you should write and practice your script beforehand.
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Good Habits for Better Teaching Here are two things to consider:
2. Mix it up. Use a variety of presentation strategies (visual, aural, kinetic) in your delivery
of the content. This allows you to reach the varied learning styles of your students
and keeps you from doing the same thing over and over.
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The Center’s subscription to Online Classroom helps keep you informed on the newest and the best in online education. Here are
two of ten tips discussed in the recent article, “10 Ways to Make e-Learning More Exciting,” by Hong Wang, PhD. |