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
Encourages contact between students and faculty
Develops reciprocity and cooperation among students
Encourages active learning
Gives prompt feedback
Emphasizes time on task
Communicates high expectations, and
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:
Opportunities:
Announcements: What to expect at next class
Chat – virtual office hours
Virtual Classroom – Hold class online with a whiteboard
send to students especially if their grades are slipping
Discussion Threads Create threads where students can talk about non- course-related items
Use Assignment Content type, and allow students to view their grade
Post grades as soon as possible
Use the Early warning system to spot possible issues with a students grade
Surveys 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, Tasks
Communicate using 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: , Group Work, Collaborative Tools, Discussion Boards, Wikis And Blogs, Surveys
Opportunities:
Group work: Set groups based on learning styles, change groups if used on more than one assignment
Chat: Set rules for netiquette
Discussion thread assignments: Expect sustentative responses
Wiki 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 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:
Opportunities:
Simulation: Create Assignments, folders, Learning Units with multiple, sequential (Adaptive Release) tasks i.e. Capstone Project
assignments
Asynchronous communication: chat and Virtual Classroom,
Synchronous: and boards
Blogs: use as a journal

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:
Opportunities:
Assignment (content type): When graded, students see their grade
Gradebook: Assignments added outside of Blackboard are added to the Gradebook, so that students see a grade as soon as it is graded
Early Warning System: Lets instructor and student know that there may be a problem with their grade
Statistics 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 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:
Opportunities:
Adaptive release rules: set restrictions for
Learning Units
Date 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 time
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:
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 responses
Grammar, usage and spelling expectations
Promptness on assignment submissions
Course 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 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 student’s educational foundation
Opportunities: Learning Units, Folders, groups
Opportunities:
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, groups
Create 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 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, 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).

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