Teaching Strategy Tip #37

Useful Resources for Students

Source: http://fc.short.cm/UsefulResourcesforStudents

Teaching Strategy Tip #16

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

Source: http://fc.short.cm/ExplainGoalsForPerformance

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Teaching Strategy Tip #23

Anticipate the next session’s topic

Strategy: At the end of a class session early in the semester, the instructor informs the students that they will be asked to write, at the beginning of the next session, responses to questions regarding understanding and agreement.

Process: At the beginning of a class session, students are asked to write two entries on index cards or sheets of paper:

  • Question 1: Something they did not understand in the reading
  • Question 2: Something they disagreed with in the reading

Source: http://fc.short.cm/AnticipateTheNextSessionsTopic

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Teaching Strategy Tip #34


Many students are afraid of writing and are afraid of the freedom that an assignment predicated on their interests might suggest (Bean, 2011). A reason for students’ reactions is that they are concerned about exposing themselves as not being proficient writers. This is a concern not only for students whose first language is not English but also for those whose first language is English. Scaffolding assignments to provide practice and improve performance can be encouraged in multiple ways through formal and informal writing. Further, scaffolding writing assignments allow students to learn more critically as they improve their work.

Informal writing, also called exploratory writing, or expressive writing “is the kind of exploratory, thinking-on-paper writing we do to discover, develop, and clarify our own ideas. Exploratory writing is typically unorganized and tentative, moving off in unanticipated directions as new ideas, complications, and questions strike the writer in the process of thinking and creating. Examples of exploratory writing include journals, notebooks, marginal notes in books, nonstop freewrites, reading logs, diaries, daybooks, letters to colleagues…memoranda to myself” (Bean, 2011, pp. 120-121).

Source: http://fc.short.cm/TeachingGuideWriting

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Teaching Strategy Tip #42

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

Source: http://fc.short.cm/CityTechAcademicIntegrity

Teaching Strategy Tip #5

Student Self-Evaluation of Discussion Participation

  • Distribute these questions to participants and have them complete these. Discuss with participants whether you as the instructor will see the students’ responses. The questionnaires are to be completed anonymously.
  • What ideas, questions or information did I contribute to the discussion today?
  • How did I try to encourage another student to speak today?
  • What did I learn from the discussion today? (New information, a new understanding of something already covered, an idea to follow up after the discussion, etc.)
  • How did I make connections between what different people were saying today?


Teaching Strategy Tip #38

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:

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Teaching Strategy Tip #13

Demonstrate the organizational structure of the course*

Strategy: Provide students with the organizational structure of the course.

Objective: By explicitly discussing the order of presentation of topics and concepts, the instructor shares the connections and accumulation of knowledge.

Process: Review the syllabus as a “road map”

  • Highlight the organization of the concepts
    • In the readings
    • In the topics
  • Discuss how the assignments serve as scaffolding for cumulative learning

Option: Connect this exercise with further discussion of the syllabus
* Based on strategies suggested by Ambrose et al., 2010

Source: http://fc.short.cm/DemonstrateOrganizationalStructure