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
Student Self-Evaluation of Discussion
Tip: Student Self-Evaluation of Discussion Participation (Brookfield & Presskill, 2007)
- 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?