ThinkAchieve: Connecting the Classroom & CommunityTeaching Tips
Teaching tips from the University of Hawaii.
If you have good teaching tips you'd like to share, send them to me! E-mail: Karen-Adsit@utc.edu.
Teaching Tip #1: BE ORGANIZED (August 17, 2001)If lecturing, put a short outline on the board or give handouts of the lecture. Check off topics on the board as you go through the lecture. Students will be reminded throughout the class period of where you have been and where you are going.
--Thanks to Gene Van Horn (UTC Biology and Environmental Sciences)
Teaching Tip #2: MAKE A LIST (August 17, 2001)
Make a list of the favorite practices of your past teachers that helped you
to learn. Make another list of your least favorite practices of your past
teachers. Do the former and avoid the latter unless it will help the teaching
process to bring in some of the unpleasant practices.
--Thanks to Gene Van Horn (UTC Biology and Environmental Sciences)
Use fear sparingly. You might get students to study harder, but you might scare them away or cause them to give up too soon. It does not hurt to warn the class that a final exam will be harder than previous examinations. Sometimes mentioning difficulty will get their attention and help them resolve to conquer the material. Let them know that it's not you against the students, but you and the students against the material.
--Thanks to Gene Van Horn (UTC Biology and Environmental Sciences)
Teaching Tip #4: ON GRADING (August 17, 2001)
Return papers
as soon as possible. I try to return exams the next class
period or post exam results in a timely manner. You will not save any time
by putting off grading. You might even save time by avoiding having students
coming by and asking about their grade. If you put off grading exams, you
might send the message that exams are not important, or that the students should
not be concerned.
--Thanks to Gene Van Horn (UTC Biology and Environmental Sciences)
TEACHING TIP #5: MAKE IT WORTH SOMETHING (August 24, 2001)
Make it worth something if you want them to do it.
Even the best students will not bother to keep a lab notebook or a journal if
they don't think you will collect them, read them, or reward them with a few
points.
--Thanks to Gene Van Horn (UTC Biology and Environmental Sciences)
Teaching Tip #6: DON'T FEAR SILENCE! (August 29, 2001)
Students will eventually
talk. While we may think the silence is long,
students need time to process your questions and to come up with answers. Give
them a chance to think and they will eventually talk. In fact, you may
want to silently count slowly to 10 or 15 to force yourself to wait enough
time for students to think and respond.
--Thanks to Kathleen Wheatley for this Teaching Tip
Provide students with sample quizzes and tests. Students can then become familiar with your style of asking questions and testing formats.
--Thanks to Nicholas Boer for this Teaching Tip
TEACHING TIP #8: GET FEEDBACK FROM YOUR STUDENTS (September
26, 2001)
Periodically during the semester, especially at the end of a class in which
much has happened, take five minutes to have students (anonymously) fill out
index cards answering the following question: "What's the most significant thing you
heard or the most significant thing that happened in class today?" Let students
know that this doesn't just mean something that the instructor has said or done.
The response could address any aspect of the class. Complete a card answering
the question yourself.
Later, read through all the responses, select one or more
that are provocative enough to be useful in subsequent classes, then read them
aloud, discuss the issues they raise, etc. Even if you're unable to use one
or more responses to follow up directly, these provide a good snapshot assessment
of what's happening for students. Their choices are almost always very diverse,
and, not surprisingly, very different from what I have chosen as most significant.
Inevitably, this exercise acts as a rudder to move my teaching and learning
closer to the learning of the students.
--Thanks to David Garrison for this Teaching Tip
TEACHING TIP #9: BE
UP FRONT AND CLEAR (October 9, 2001)
Make sure your syllabus is very clear about how student grades will be calculated. Designate
the percentages for each assignment, how much weight you will give each assignment
and what your expectations for each assignment are.
--Thanks to Susan McDonald and Charlie Stresino for this Teaching Tip
Be willing to admit you don't know an answer or tell the students you'll look something up and get back to them. This can promote ongoing learning. Be sure to remember to get back with them on the answer.
--Thanks to Debra Phillips for this Teaching Tip
TEACHING TIP #11: REMEMBER TO REVIEW (November
7, 2001)
Begin each class
session with a five minute interactive review of the concepts dealt with in
the previous class session. Get students involved with the
content!
--Thanks to JoBeth Boyer for this Teaching Tip
TEACHING TIP #12: USE REAL WORLD EXAMPLES (November
27, 2001)
Use practical,
real world analogies to bridge the gaps between something students understand
and new concepts you are trying to teach.
--Thanks to Monte Helm for this Teaching Tip
TEACHING TIP #13: VARY YOUR PRESENTATION STYLE
(January 11, 2002)
VARY
YOUR PRESENTATION STYLE
Try not to lecture for more than 20 minutes at a time. Break up your classes
with other presentation techniques: group activities, videotapes, discussion,
etc.
--Thanks to Peter Symonds
TEACHING TIP #14: USE THE STUDENTS' NAMES (January
28, 2002)
CALL STUDENTS
BY NAME
Try to address students by name during teaching sessions--Learn as many as you
can and work on the rest.
--Thanks to Jim Gumnick
TEACHING TIP #15: USE SMALL GROUP DISCUSSIONS (February
7, 2002)
Involve students in small group discussions and have them share important points
through graphic organizers and concept maps.
--Thanks to Sarah Sandefur
TEACHING TIP #16: ENCOURAGE STUDENT'S USE OF LEARNING
STRATEGIES (FEBRUARY 22, 2002)
Encourage students to use specific learning strategies by:
--helping them to define their learning tasks
--teaching them ways to organize their notes and class resources
--teaching students about learning devices that may work in your discipline (mnemonic
devices, concept maps, study diaries, etc.)
--modeling cognitive strategies (think aloud while demonstrating problem-solving,
admit when you don't know something and outline how you'd find out, etc.)Excerpt
from McGlynn, Angela Provitera (2001). Successful beginnings
for college teaching, Madison, WI: Atwood Publishing, p. 73.
TEACHING TIP #17: PROVIDE STUDENTS WITH EXAMPLES
OF WORK (MARCH 18, 2002)
SHOW EXAMPLES OF WORK
Show your students examples of both good work and poor
work, from previous classes.
TEACHING TIP #18: HELP YOUR STUDENTS STUDY (APRIL
16, 2002)
HELP YOUR STUDENTS
REVIEW AND STUDY
List and submit review questions and divide the students into
small groups to discuss and provide group answers and solutions. Ask
groups to talk about their different answers (if they have them) and to determine
a correct answer.
--Thanks to Larry Lyda
TEACHING TIP #19: OUTLINE YOUR ASSESSMENT CRITERIA
(SEPTEMBER 4, 2002)
Outline your assessment criteria.Outline how you grade, what your expectations
are and what criteria you will use for grades early on. While most
of us list these things in a syllabus, be sure to point out your expectations
to the students early on and be as clear as you can about what criteria
constitutes A, B, C, D, etc. work.
TEACHING TIP #20: LISTEN (September 18, 2002)
Listen to what students have
to say.
Tell and show your students you care about what they have to say. Don't
cut them off, belittle their comments, etc. or soon they will learn not to
participate, ask questions, etc.
TEACHING TIP #21: VARIETY ADDS SPICE TO THE CLASSROOM (OCTOBER
2, 2002)
Vary your teaching style.
Lecture, provide group activities, conduct discussion groups, and plan for other
teaching styles to capture all of your students into your content and discipline.
--Thanks to Chris Ryan, UTC Lupton Library
TEACHING TIP #22 : BE ENTHUSIASTIC! (OCTOBER 16, 2002)
Be enthusiastic!
Come into your class dragging, and chances are your class will drag. Be
enthusiastic about your topic and your class will "catch" that enthusiasm. Try
to convey your love of your discipline to your students.
--Thanks to Brian O’Leary, UTC Psychology Department
Teaching Tip #23: Keep Students Informed (October
31, 2002)
Keep Students Informed.
Regularly update students on the progress of the course and the semester--where
you are in the syllabus, where they are in their knowledge and skills. Relate
where students are "now" with where they’ve been and where they are going.
--Thanks to Manuel Santiago, UTC Chemistry Department
Teaching Tip #24: Don't forget to review (November 14, 2002)
REVIEW Beforehand...
Before each lecture, I read over notes and gather my thoughts, no matter
how familiar with the material. Every so often, I will think about a new way
of teaching a particular topic or a new example to use. Even if I can't
think of an improvement for my presentation, reading the material helps make
the classroom presentation flow so that I’m not just following my notes.
--Thanks to Gene Van Horn, UTC Biology Department
Teaching Tip #25: (January 8, 2003)
Start on Time...
Don't let minds drift or conversations begin. Begin on time and plan activities
that take the entire class period, especially at the beginning of the semester. Don't
let students even begin to think that you don't value your time in class by cutting
class short or "letting" them out early. If you require attendance of your
students, please consider your actions as well... If you require students
to be there on time, you need to be on time as well.
Teaching Tip #26: Watch for Boredom (January 22, 2003)
Be Alert to Boredom...
You might lose some of your students no matter what the topic, what the
hour, or which day of the week you teach. But, if too many tune out, you should
consider changing something. It might be as simple as changing the volume
of your voice, or the rate/pace you talk. You might begin to include
interesting stories or anecdotes related to the classroom material
--Thanks to Gene Van Horn, UTC Biology Department
Teaching Tip #27: Promote Student Success (February 5, 2003)
Promote Student
Success...
At the beginning of each class period, select a student to give a short
summary of the main points of the last class. This can help students who might
have missed the last class and can help you understand what the students see
as important. In addition, it can help students work on their oral communication
skills.
--From Successful Beginnings for College Teaching: Engaging Your Students
from the First Day, by Angela P. McGlynn (2001, Atwood Publishing)
Teaching Tip #28: Help Your Students Learn (February 20, 2003)
Help Your Students
Learn
Think about ways that you can help your students set short term academic goals--ones
that are challenging, but attainable. For example, you might review some
goals with a class that will be met over the next couple of weeks. After
you have done that, ask your students to set their own goals dealing with a particular
content area. The students could then outline what they need to do to meet
those goals and identify what resources they need from you to help them meet
those goals. By helping students realize what THEY do to control their
own learning, you can help students begin to take responsibility for their
own learning
Teaching Tip #29: One Minute Papers (March 19, 2003)
The One Minute Paper
These quick, short bits of writing can help students check what they know. Cut
8.5 x 11 sheets of paper into quarters. Hand out paper slips to your students
or ask them to pick them up as they come into the classroom. Ask students to
write an answer to a question about the content, lecture, or chapter for one
minute (yes, time them!). Collect the papers for review or ask students
to review each other's answers and discuss. If you want, you can just use
this method as a quick way to check student attendance. You don't need
to tell students whether or not the papers will be graded until after you collect
the papers.
--From Teaching creatively: Ideas in action by Alison Morrison-Shetlar & Mary
R. Marwitz (2001, Outernet Publishing, LLC)
Teaching Tip #30: Demonstrate Enthusiasm for Your Discipline (August
17, 2003)
Enthusiasm and Energy Can Carry the Day
Are you a teacher that makes things happen, watches what happens or asks “what
happened?” Enthusiasm about a subject matter (or a lack of such) is catching.
If you’re not enjoying your time in the classroom, your students won’t
either. And, as far as I know, fun is NOT the opposite of hard. So, you can
be enthusiastic and having fun, while still challenging the students to think.
--Eison, J. (1990). Confidence in the classroom: Ten maximums for new teachers, College
Teaching, vol. 33 (1). P. 21 – 25.
Teaching Tip #31: Pictures and Images (September 2, 2003)
A Picture is Worth Thousands...Ask students to draw a pictures of their
mental understanding of a topic or a concept. This is a great way for
students to synthesize material and to visualize it in relation to other
concepts. You might ask them to share their drawing with a classmate as
a way to begin discussion on a topic.
--Morrison-Shetlar, A.I. & Marwitz, M. R. (2001). Teaching creatively:
Ideas in action. Eden Prairie, MN: Outnet Publishing, LLC.
Teaching Tip #32: Student Feedback Can Help You Improve Your Teaching
(September 15, 2003)
Getting Student Feedback
Here are some questions
you might want to ask your students to get a feel for how the class is going.
What I usually do is give the students index cards and ask them to label
each side...1 and 2. Then give the students 3 – 5
minutes to answer the following questions. (They do NOT have to put their
names on the cards). I usually time the process (3-5 minutes). Questions
to ask...
- What do you think of the class so far?
- If you were the professor, what would you do differently?
Teaching Tip #33: Ask Questions Frequently (September 30, 2003)
Ask questions frequently during each class. Students
will think if you make them do so. Try to make your questions thought-provoking.
Try to ask “open-ended” questions--questions that may not have
a single answer. Stay away from “closed-ended” questions--questions
that can be answered with a simple, regurgitated answer, or a “yes” or “no.” Be
patient when waiting for answers. Count to five or ten slowly to yourself.
If you answer your own question, then students will learn to let you do so--always!
Give your students time to think before they answer the question.--Browne,
M. N. & Keeley, S. M. (1985). Achieving excellence: Advice
to new teachers. College Teaching, vol. 33 (2), p. 78 – 83. For
more information about developing questions, see Getting
Them To Speak Up! Questioning Skills to Promote Discussion
Teaching Tip #34: Ask For Student Questions (October 15, 2003)
Ask students to
create the test questions...Ask students to submit test questions to you. Allow
all of the questions submitted to be viewed by the students as a study tool.
Pool all the questions and select questions from the list for your test. You
might also want to discuss some of the “good” questions vs. poor
questions from those that are submitted. This can also prompt a discussion
of higher levels thinking.--From: Morrison-Shetlar, A.I. & Marwitz, M.
R. (2001). Teaching creatively:
Ideas in action. Eden Prairie, MN: Outnet Publishing, LLC.
Teaching Tip #35: Cool Web Site to Increase Vocabulary (November 12, 2003)
This
web site is so cool... If you type in a word, several words appear with similar
meanings. You can then click on any of those to get even more words. Check
it out!
http://www.visualthesaurus.com/online/index.html
Teaching Tip #36: Start each class with specific goals and objectives in
mind (January 7, 2004)
Plan specific educational goals and objectives for each class that relate
to your overall goals and objectives. These should be directly related to
what the students will learn in each class; not what you will presenting
each class. Develop your goals and objectives around a variety of activities:
demonstrations, experiential activities, specific critical thinking skills,
writing skills, attitudes and values, etc., or the personal implications
found in the course content. --Eison, J. (1990). Confidence in the classroom:
Ten maximums for new teachers, College Teaching, vol. 33 (1). P. 21 – 25.
Teaching Tip #37: Asking Questions (January 22, 2004)
Ask only questions that
will give you an idea of what the student is learning. Avoid “wasteful” questions like: “Does everyone understand?” “Are
there any questions?” or “Is that concept clear?” Replace
these with questions like: “What is your understanding of…” “Can
you explain the concept of xxx in your own words?” “"What
is the relationship between concept x and concept y?,” “Why do
you think so?” Plan out questions for each class session. Think about
including higher order question like “What evidence is there for X?” or “What
important information is missing from y?”
--Browne, M. N. & Keeley, S. M. (1985). Achieving excellence: Advice to
new teachers. College Teaching, vol 33 (2), p. 78 – 83.
Teaching Tip #38: Teach More, Better (February 16, 2004)
Teach More, Better
Don’t overwhelm your students with your whole knowledge base. Focus
on the course content and objectives. Spend more time on reinforcing those
goals and objectives for the students who may have had little background
in the course content area. By not overwhelming the students, their long
term retention of the content should go up.
--Eison, J. (1990). Confidence in the classroom: Ten maximums for new teachers,
College Teaching, vol. 33 (1). P. 21 – 25.
Teaching Tip #39: First Days (August 24, 2004)
Opening Days—Getting Students
Excited about Your Course
It's the first day of class--How many of your students come? How many of your
students expect to be given the syllabus and then get to leave early? What
message are you sending by not taking the this first opportunity to get your
students pumped up about your course? Try to plan a fun activity that exposes
the students to the content/discipline right off the bat. You might consider
asking them to list ways in which the content can be useful to them in future
careers or in their current daily life. You might ask them to solve some
problems (which would also give you a sense of where they are in their current
knowledge and skill). Think of ways to use the time to give the students
the message that coming to class is important because they will do things
that are not covered in the text and that help them make sense of the class
content. Yes, you might review the syllabus, but you might also consider
doing this last, just before the class period is over.
--Bennett, K.L. (2004). How to start a teaching a tough course. College Teaching
, 52 (3), p. 106.
Teaching Tip #40: Encouraging Contact between Students and
Faculty (September 1, 2004)
Good Practice in Undergraduate Education…Encourages
contact between students and faculty
Some ways to do this: Advise your students (not just advisees) about career
opportunities in your field; share past experiences, attitudes and values with
your students; attend events sponsored by student groups; know your students
by name by the end of the second week of the term; make an effort to be available
for your students outside of class; serve as a mentor or informal advisor to
students.
--Chickering, Arthur W. and Gamson, Zelda F. (March 1987). Seven Principles
For Good Practice In Undergraduate Education. [Online]. Available: http://www.aahe.org/bulletin/sevenprinciples1987.htm.
[2002, September 16].
Teaching Tip #41: Stimulate Classroom
Discussion (September 21, 2004)
Stimulate Classroom Discussion
Get those discussions started by beginning class with a discussion of an "issue
of the day." Discussions can last for 10 - 15 minutes and can revolve
around issues of the field or discipline, an issue from current events (as
it relates to your course content), or a generic campus issue.
Teaching
Tip #42: Good Practice in Undergraduate Education…Encourages active
learning (November 4, 2004)
Ways to do this: Ask students to present their work in class; ask students
to summarize similarities and differences of theories, research, etc. as they
relate to your discipline; ask students to relate outside experiences to the
course content; ask students to undertake research or independent study; encourage
students to challenge your ideas, the ideas of other students, or those ides
presented in the reading material or other course material; give students concrete,
real-life situations to analyze; use simulations, role-playing or labs as a
part of your classes; encourage students to suggest new readings, research
projects, field trips, etc. that relate to the course content; arrange field
trips, internships, etc for students; carry out research projects with students.Chickering,
Arthur W. and Gamson, Zelda F. (March 1987). Seven Principles For Good Practice
In Undergraduate Education. [Online]. Available: http://www.aahe.org/bulletin/sevenprinciples1987.htm.
[2002, September 16].
Last modified: September 19, 2008
