Fostering Class Discussion
Principles of good discussion, as specified by Brookfield and Presskill (2007), are to be used under the following appropriate conditions:
- When multiple perspectives on content are possible
- When applications of content to real life settings are being considered
- When students already have grasped the essentials or basics of what is being discussed, the ‘grammar’ of the activity
- When there is a genuine openness about where the discussion might lead.
Further, the chances for good discussion are raised when:
Continue reading Teaching Strategy Tip #38
Become a Critically Reflective Instructor*
Strategy: Obtain feedback from students on their engagement in the course
Time: (1) About ten minutes of class time
(2) Depending on the number of students, the results may take some time to enter, code, and tabulate, creating categories of responses. The results can also be grouped in broad categories and use stick-counting to tabulate the results, picking out exemplar quotes.
Materials: The [PDF] Critical Incident Questionnaire poses five questions to be answered without having students write their names. The questions are:
Continue reading Teaching Strategy Tip #7
Key concepts to designing tests (Reed, 2002) include. Good test questions:
- Address course objectives, material taught in class, and important skills and concepts
- Provide complete, consistent, and unambiguous instructions
- Present only one correct answer when only is called for
- Are easy for all students to understand
- Do not emphasize the trivial and do not ‘trick’ the students
- Have the correct answers randomly arranged throughout the test for multiple-choice tests
- Don’t provide signals or cues to eliminate incorrect answers
- Highlight a negative word, such as not, to avoid confusion
- Give students the opportunity to demonstrate what they have learned, not memorized; and
- Are used to review and reinforce learning (Reed, 2002, p. 31).
Review with Exam Wrappers*
Strategy: Exam Wrappers direct students to review their performance (and the instructor’s feedback) on an exam to adapt future learning.
Time: Allot time for individual review and general discussion in the session after an exam
Materials: Returned exams
Questionnaire (“exam wrapper”) with three questions
Continue reading Teaching Strategy Tip #29
Planning a Place-based learning visit
Click to view PDF with information on effectively using site visits.
Also, visit CUNY Arts to see the many New York City cultural venues available to students for free or discounted admission.
Explain Goals for Performance*
Strategy: Providing explicit goals and criteria for performance
Objective: Prevent students from misinterpreting criteria or misunderstanding goals in what they need to do and learn
- Provide concrete or directive instructions:
- Recognize when a key concept is at issue
- Explain the key concept to solve problems or understand a process
- Explain the key concept to a particular audience
- Create a rubric and share it with students.
- Include the levels of the quality of work produced and
- Extend students’ knowledge of the qualities associated with good work
Continue reading Teaching Strategy Tip #16
Fostering Learning Through Interaction
Adsit (2011) provides tips for lectures that are engaging, informative and participatory.
Audience Engagement and Interactivity
Audience attention wanes after 12-20 minutes. Design your class sessions with “activity breaks” to allow your students to process, review and apply the material that you present.
- Ask a question or pose a problem to be solved individually
- Have students work in pairs or trios on a problem or discuss a question
- Use a video or film clip to illustrate the topic
- Present a case study for discussion
Continue reading Teaching Strategy Tip #31
Master basic metacognitive processes*
Strategy: Support students’ efforts to evaluate their own knowledge and skills, identifying strengths and weaknesses. Instructors can help students recognize what they do well and where they need improvement in their performance. Learning to assess how to complete a performance task (e.g., project, examination) demands guidance from the instructor and practice by the student.
Process: For every demonstration of performance (ungraded and graded), instructors guide students to:
Continue reading Teaching Strategy Tip #28
Statement of Academic Integrity
Students and all others who work with information, ideas, texts, images, music, inventions, and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing sources. As a community of intellectual and professional workers, the College recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity. Accordingly, academic dishonesty is prohibited in The City University of New York and at New York City College of Technology and is punishable by penalties, including failing grades, suspension, and expulsion. The complete text of the University policy on Academic Integrity may be found in the catalog.
City Tech’s Academic Integrity Policy Manual