2 Good Teaching Practices: An Intro The Chickering and Gamson summary (1987)Seven Principles of Good Practice (GTPs)The technological revolutionThe Chickering and Ehrmann update (1996 & 2003)
3 Seven Principles of Good Practice Encourages contact between students and facultyDevelops reciprocity and cooperation among studentsEncourages active learningGives prompt feedbackEmphasizes time on taskCommunicates high expectations, andRespects diverse talents and ways of learning.
4 #1: Contact Encourages contact between students and faculty Factor in keeping students motivated and involvedAugments face-to-face contactOpportunities:Opportunities:Announcements: What to expect at next classChat – virtual office hoursVirtual Classroom – Hold class online with a whiteboardsend to students especially if their grades are slippingDiscussion Threads Create threads where students can talk about non- course-related itemsUse Assignment Content type, and allow students to view their gradePost grades as soon as possibleUse the Early warning system to spot possible issues with a students gradeSurveys Learn what students know the first day, use to get post-course feedback
5 Opportunities: Announce upcoming assignments and tests Host office hours with Collaborative Tools (Chat, Virtual Classroom)Set up tasks to remind students of deadlines, TasksCommunicate using and Discussion BoardsKeep students informed of their progress with the Gradebook and Early Warning SystemUse surveys to assess learning and prior knowledge
6 #2: Reciprocity & Cooperation Develops reciprocity & cooperation among studentsCollaborative/social vs. competitive/isolatedFacilitation of group study, discussions, & problem solvingOpportunities: , Group Work, Collaborative Tools, Discussion Boards, Wikis And Blogs, SurveysOpportunities:Group work: Set groups based on learning styles, change groups if used on more than one assignmentChat: Set rules for netiquetteDiscussion thread assignments: Expect sustentative responsesWiki and Blog tools: (Learning Objects)Surveys: To get feedback on the group learning experience
7 Opportunities: Develop group projects using Wiki or Blogs, Have Groups communicate through: , Collaborative Tools, Discussion Boards, Wikis and BlogsUse Surveys as a means to provide feedback on the group activity
8 #3: Active Learning Uses active learning techniques Students can… Talk & write about itRelate it to the pastApply it to the presentOpportunities:Opportunities:Simulation: Create Assignments, folders, Learning Units with multiple, sequential (Adaptive Release) tasks i.e. Capstone ProjectassignmentsAsynchronous communication: chat and Virtual Classroom,Synchronous: and boardsBlogs: use as a journal
9 Opportunities:Use folders and Learning Units with multiple tasks to facilitate Capstone ProjectsHave 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 & competenceFrequent assessmentOpportunities:Opportunities:Assignment (content type): When graded, students see their gradeGradebook: Assignments added outside of Blackboard are added to the Gradebook, so that students see a grade as soon as it is gradedEarly Warning System: Lets instructor and student know that there may be a problem with their gradeStatistics Tracking: Allows instructor to see when, (date and time) and how often students are accessing both course and content. Instructors can inform students of poor study habits
11 Opportunities:Use the Gradebook for feedback (as a grade or score) on assignments and testsEmploy Gradebook comments to provide additional, detailed, feedbackAdd Early Warning tools to communicate to a student if they are in danger of failingSet Statistics Tracking on assignments to determine when and how long students are accessing assignments,Use Turnitin as a tool for understanding proper citation standardsApply the Tasks feature to communicate deadlines
12 #5: Time on Task Emphasizes time on task Allow proper amount of time to complete tasksSet time limits to complete tasksOpportunities:Opportunities:Adaptive release rules: set restrictions forLearning UnitsDate restrictions on content
13 Opportunities: Set time limits on assignments with Adaptive Release Develop Sequential Learning Units so that students complete assignments one task at a timeUse 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:Opportunities:Syllabus, discussion boards, chat, or assignments. In all of these areas, set standards for content when posting the assignment. This can include:Length and quality of discussion posts and responsesGrammar, usage and spelling expectationsPromptness on assignment submissionsCourse Documents: Post rubrics for projects and papers
15 Opportunities: Explain course expectations in the Syllabus Set high length, grammar, and usage standards for Discussion Boards, Chat, and AssignmentsProvide feedback using comments in the Gradebook
16 #7: Diversity Respects diverse talents and learning styles Different students = different talents & stylesDiversity in race, color, religion, incomeDiversity also relates to the quality of a student’s educational foundationOpportunities: Learning Units, Folders, groupsOpportunities:Learning Units & Folders: Create learning opportunities through multiple task assignments encompassing various learning styles (video, audio, multimedia, PowerPoint, essay, external links to the Internet, reflection / journaling, or Podcasts), wikis, blogs, groupsCreate groups that include different learning styles
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 UnitsHave 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, om/guidebk/teachtip/7princip.htmChickering 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).
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 evaluating_teaching/pdf- bin/Development%20and%20Adaptations%20of%20the%2 0Seven%20Principles%20for%20Good%20Practice%20in%2 0Undergraduate%20Education.pdf
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