Effective Teaching Strategies Archives - Faculty Focus

group work activity in college classroom.

March 20, 2017

Three Ways to Engage Students In and Outside the Classroom

When students become directly engaged in the learning process, they take ownership of their education. The following learning activities have helped me to engage students in and outside the classroom. The strategies also help keep my teaching relevant, fresh, and creative.

Get real
Silence filled the classroom when the grimacing woman wearing layers of torn sweatshirts and mismatched work boots kicked an empty desk by the door. She fished out a wrinkled paper from her jean’s front pocket and waved it high in the air. “The court sent me,” she said, looking directly into the eyes of a startled young freshman. “And I want to know, who’s gonna make me stay?” Rolling the document into a ball, she quickly darted to the back of the room and dropped it onto the desk of the biggest guy in the room. She asked him, “Is it you?”

October 19, 2015

Refresh Your Course without (Too Much) Pain and Suffering

By: Rebecca Brent EdD

See if this sounds familiar.

You’re scheduled to teach a course you have taught before that desperately needs revision. The content and pedagogy go back for a decade or more and are both sadly obsolete, or the grades have been abysmal and the students are threatening to revolt, or someone (the department head, a faculty committee, or you) has decided to offer the course online, or maybe you’re just bored and dread the thought of teaching it again.

July 27, 2015

Where Does Innovative Teaching Come From?

By: Rob Kelly

There’s a long-standing tradition of informal sharing of pedagogical innovation among K-12 teachers and a whole line of research on this phenomenon, which is known as teacher leadership. The same type of informal faculty leadership exists in higher education as well, but there is very little research on this topic, according to Pete Turner, education faculty member and director of the Teacher Education Institute at Estrella Mountain Community College.

July 8, 2014

Blended and Flipped: Exploring New Models for Effective Teaching & Learning

By: Mary Bart

Featuring six articles dedicated to blended learning and six articles on the flipped classroom, this free report provides an inside look at how faculty are using these approaches to reshape the college classroom.

May 1, 2014

Teaching Effectiveness: The Definitions of Teachers and Students

By: Maryellen Weimer, PhD

When we talk about teaching effectiveness, it’s usually in the context of evaluation. Student ratings are frequently described as measures of teaching effectiveness, and that makes our understanding of the term important. Researcher Leslie Layne wondered whether students and teachers define the term similarly. If they don’t, Layne writes that understanding the differences “is crucial to faculty and administrators when interpreting student survey results.” (p. 43)

February 24, 2014

Three Strategies for Creating Meaningful Learning Experiences

By: Steven A. Meyers, PhD

Do you ever wonder whether your students care about your course material? Do you question whether your students appreciate how the information you address in class is relevant to them? Do you feel like there is often a mismatch between your intentions for your class and what your students actually want to learn?

February 21, 2014

Guiding Students to Think Critically Using Case Studies

By: Laura Trujillo-Jenks PhD

One of the best practices in teaching and learning is the use of a three-part case study, or a scenario-based story, to help students deepen their understanding of a concept. The three parts of a case study are a scenario-based story that focuses on a specific, hypothetical problem, supporting literature that aligns with the main themes of the story, and guiding questions that help the learner gain the most from understanding the concepts and objectives of the case study by applying critical and higher order thinking skills.

August 19, 2013

What Would the Brady Bunch Do?

By: Karen Eifler PhD

It was an idea for framing an exam review session, and it came to me at 3 a.m. in one of those slightly desperate bursts of inspiration that dare us to do something different and unconventional. That was five years ago. Since then I’ve used the idea in undergraduate survey courses, graduate seminars, and lots of other courses in between. I’ve decided it’s a good idea and worth sharing with others.

August 5, 2013

Five Tips for Fostering Learning in the Classroom

By: Karen Spencer

During the final meeting with one of my speech classes, I asked each student to give a few parting words to the class. I found a similar message resonating from many who spoke. Soon after, I received an email from an advisor at our school asking me to share some tips on fostering learning in the classroom. Since I had recorded that final speech class, I decided to use my students’ comments as the basis for my advice.

May 29, 2013

Understanding the Role of Intuition in Teaching

By: Maryellen Weimer, PhD

What is intuition? It’s one of those terms that is hard to get a handle on. And yet teachers rely on their intuition every day. A situation unfolds in class: some kid in the back moves restlessly and takes an iPod out of his back pack. Those sitting nearby look at what he’s doing. A couple of them start whispering as he continues to fuss with his iPod. Some students in the next row glance backward. The teacher continues to present information. She pauses to ask a question, and all the while she’s sees what’s happening in the back of the room. She rightly assumes that she’s lost the attention of students back there. She opts for an abrupt break in the instructional action. She stops talking, turns to the board and, without speaking, writes a question there. Then she faces the class. “Stand up. Everybody stand up.” Students shuffle to their feet. “Now look at this question. Spend the next couple of minutes talking with the persons around you. In two minutes I want answers and examples.”

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