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Good Teaching Practices What Are They ?. Good Teaching Practices: An Intro The Chickering and Gamson summary (1987) Seven Principles of Good Practice.

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Presentation on theme: "Good Teaching Practices What Are They ?. Good Teaching Practices: An Intro The Chickering and Gamson summary (1987) Seven Principles of Good Practice."— Presentation transcript:

1 Good Teaching Practices What Are They ?

2 Good Teaching Practices: An Intro The Chickering and Gamson summary (1987) Seven Principles of Good Practice (GTPs) The technological revolution The Chickering and Ehrmann update (1996 & 2003)

3 Seven Principles of Good Practice 1.Encourages contact between students and faculty 2.Develops reciprocity and cooperation among students 3.Encourages active learning 4.Gives prompt feedback 5.Emphasizes time on task 6.Communicates high expectations, and 7.Respects diverse talents and ways of learning.

4 #1: Contact Encourages contact between students and faculty Factor in keeping students motivated and involved Augments face-to-face contact Opportunities:

5 Opportunities: Announce upcoming assignments and tests Host office hours with Collaborative Tools (Chat, Virtual Classroom) Set up tasks to remind students of deadlines, Tasks Communicate using Email and Discussion Boards Keep students informed of their progress with the Gradebook and Early Warning System Use surveys to assess learning and prior knowledge

6 #2: Reciprocity & Cooperation Develops reciprocity & cooperation among students Collaborative/social vs. competitive/isolated Facilitation of group study, discussions, & problem solving Opportunities: Opportunities: Opportunities: Email, Group Work, Collaborative Tools, Discussion Boards, Wikis And Blogs, Surveys

7 Opportunities: Develop group projects using Wiki or Blogs, Have Groups communicate through: Email, Collaborative Tools, Discussion Boards, Wikis and Blogs Use Surveys as a means to provide feedback on the group activity

8 #3: Active Learning Uses active learning techniques Students can… Talk & write about it Relate it to the past Apply it to the present Opportunities:

9 Opportunities: Use folders and Learning Units with multiple tasks to facilitate Capstone Projects Have students actively discuss lectures, video presentations, or class presentations using Collaborative Tools,(Asynchronous Communication), or Discussion Boards (Synchronous Communication), Use Blogs as a Journaling tool for personal reflection

10 #4: Prompt Feedback Gives prompt feedback Critical observation Assessment of knowledge & competence Frequent assessment Opportunities:

11 Opportunities: Use the Gradebook for feedback (as a grade or score) on assignments and tests Employ Gradebook comments to provide additional, detailed, feedback Add Early Warning tools to communicate to a student if they are in danger of failing Set Statistics Tracking on assignments to determine when and how long students are accessing assignments, Use Turnitin as a tool for understanding proper citation standards Apply the Tasks feature to communicate deadlines

12 #5: Time on Task Emphasizes time on task Allow proper amount of time to complete tasks Set time limits to complete tasks Opportunities:

13 Opportunities: Set time limits on assignments with Adaptive Release Develop Sequential Learning Units so that students complete assignments one task at a time Use Statistics Tracking to determine how long students are accessing Assessments Use Statistics Tracking to determine how long students are accessing Assessments Tracking with Assessments

14 #6: High Expectations Communicates high expectations A self-fulfilling prophecy; students respond to what is asked of them. Opportunities:

15 Opportunities: Explain course expectations in the Syllabus Set high length, grammar, and usage standards for Discussion Boards, Chat, and Assignments Provide feedback using comments in the Gradebook

16 #7: Diversity Respects diverse talents and learning styles Different students = different talents & styles Diversity in race, color, religion, income Diversity also relates to the quality of a students educational foundation Opportunities: Opportunities: Opportunities: Opportunities: Learning Units, Folders, groups

17 Opportunities: Create assignments that offer a variety of learning opportunities through the use of audio, video, reading, etc. House them in multiple –task Assignments, Folders, or Learning Units Have students provide outcomes in multiple formats (PowerPoint, documents, audio Podcasts, Wikis, Blogs) Create groups containing students with varied learning styles

18 Resources for Further Study Chickering and Gamson. Seven Principles for Good Practice in Undergraduate Education. The American Association for Higher Education Bulletin, March, 1987. http://honolulu.hawaii.edu/intranet/committees/FacDevC om/guidebk/teachtip/7princip.htm http://honolulu.hawaii.edu/intranet/committees/FacDevC om/guidebk/teachtip/7princip.htm http://honolulu.hawaii.edu/intranet/committees/FacDevC om/guidebk/teachtip/7princip.htm Chickering and Ehrmann. Implementing the Seven Principles: Technology as Lever. The TLT Group: Teaching, Learning, and Technology. (Originally published in AAHE Bulletin, October, 1996, pp. 3-6). http://www.tltgroup.org/programs/seven.html http://www.tltgroup.org/programs/seven.html

19 Resources for Further Study Chickering & Gamson. Development and Adaptations of the Seven Principles for Good Practice in Undergraduate Education. New Directions for Teaching and Learning, no. 80, Winter 1999. http://www.umflint.edu/resources/centers/tclt/resources/ evaluating_teaching/pdf- bin/Development%20and%20Adaptations%20of%20the%2 0Seven%20Principles%20for%20Good%20Practice%20in%2 0Undergraduate%20Education.pdf http://www.umflint.edu/resources/centers/tclt/resources/ evaluating_teaching/pdf- bin/Development%20and%20Adaptations%20of%20the%2 0Seven%20Principles%20for%20Good%20Practice%20in%2 0Undergraduate%20Education.pdf http://www.umflint.edu/resources/centers/tclt/resources/ evaluating_teaching/pdf- bin/Development%20and%20Adaptations%20of%20the%2 0Seven%20Principles%20for%20Good%20Practice%20in%2 0Undergraduate%20Education.pdf


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