Learning Innovation knows that great teaching is part art, part science. Complement your personal teaching approach with these teaching techniques proven effective through evidence-based research.
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Plan a well-organized, effective course and consider how to improve it.
Keep diversity, equity, inclusion and accessibility (DEIA) in mind while designing your course.
Develop effective course assignments and identify grading policies to support student learning.
Guidance on copyright, accessibility, and using the library effectively.
Strategies for effective teamwork and descriptions of team-based pedagogies.
Challenge students to think, create, discuss and solve problems rather than passively receive knowledge.
Explorations into trending topics in the field of higher education.
To capture a full picture of an instructor’s teaching abilities, it takes more than end-of-semester student evaluations. Peer observations can shed light on the quality of interactions between the students and the instructor. Peers can provide formative feedback with an eye toward improving instruction. Self-reflection through journaling, self-observation and the development of a teaching portfolio is the third pillar of teaching observation.
The challenge for instructors is to discover how to incorporate Artificial Intelligence content generators as a tool in their teaching rather than view them solely as a threat. In the past, other technology tools such as multifunction calculators, spelling and grammar checkers, and statistical analysis software shifted the ways we learn and teach. As in those cases, educators will need to help students differentiate when AI can help with learning versus when it is a short cut around learning.
Research shows that grades are often not a good reflection of student learning and growth, and that being graded can be stressful for students. In addition, many traditional grading practices can exacerbate existing academic inequalities. We encourage faculty to design assessments that directly support student learning first, with their evaluative role considered secondarily.