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Top 10 Best Practices in Teaching

What is good teaching?

Do we all define this in the same way?

How do students define good teaching?

When you envision your ideal classroom setting what do you see?

The method of instruction is not defining.... all of these (alone or in some combination) can be included in best teaching practices.

What defines best practices?

Who inspired you?

When and under what setting did you learn the most?

What classes and/or instructors do you recall most?

Core Qualities of Good Teachers

Good practices include...

1) Ability to Engage a Variety of Students

a. different learning styles

b. different goals

c. different priorities

2) Enthusiasm for Course and Discipline– can be contagious

3) Attention to Rigor

4) Attention to Content

5) Continuous improvement

a. Attend workshops and conference sessions on teaching

b. Use peer review

c. Tape lectures – look for words that you say often, odd pauses, etc.

Methods for applying these practices differ by course, discipline, and instructor.

My practices...

chalk and talk interspersed with games, experiments , in-class exercises and clicker (response card) questions

Top 10 Best Practices in Teaching

by: Jill Caviglia-Harris, Economics and Finance Department, Salisbury University

reaching students?

inspiring learning?

passing on knowledge?

if only my dog could join me....

or how this applies to the "real world"

sunny and the surf looks great...

I can't wait to learn more!

but don't understand why I need to be here...

This class is so....

I love this instructor!

I like this class...

I love this class!

interactive setting

powerpoint

"chalk and talk"

lecture from notes

1. Knowledge of Subject Matter

2. Strong Communication Skills

3. Interest in Subject and Teaching

1. use multiple methods of instruction

2. use every minute of lecture wisely

3. do not use notes for lecture

4. minimize use of power point

5. use prepared answers for exercises

6. joke – lighten up the class when possible

7. relate to students

This translates to.....

Lecture – 70%

Clickers – 4%

Games and Experiments – 10%

Exercises – 10 %

Rewards – 1%

8. use rewards

Attention to detail

1

Good teaching starts with well thought out and well planned lectures that are organized and easy for students to follow.

2

Knowledge of field and subject matter

Good teaching is about knowledge and content and maintaining relevancy in your field.

Challenging students

3

Good teaching includes the establishment of high standards and expectations for student performance.

Teaching with passion

4

Good teaching is about motivating students to learn, developing and fostering of self-instruction, and approaching this process in a manner that is relevant, meaningful, and memorable.

The ability to listen and adapt

5

Good teaching is about listening, questioning, and having the confidence and ability to react and adjust to changing circumstances.

The ability to communicate well

6

Good teaching can and should be entertaining and interesting – but this does not have to be at the expense of rigor and substance.

The ability to relate to students

7

Good teaching requires the respect and attention of students in an enthusiastic classroom atmosphere that can facilitate learning This can be best accomplished through humor (often at your own expense), stories, and conversations with students both in and out of the classroom.

The ability to conjure up the “ah-hah moment”

8

Good teaching provides the means for students to think about and evaluate the world differently, to see every day life though the eyes of the discipline and the lead students to make conclusions that they never would have thought of before.

9

Mentoring

Good teaching is about mentoring faculty, passing on lessons learned and seeking continuous improvement.

Maintenance of balance

10

Teaching success and the promotion of student learning results from a balance between mastery of subject matter, the ability to communicate this knowledge, and the development of a good rapport with students.

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