Friends of OSU,<\/p>\n
Last year I created a summary of the literature on cognition research, pedagogical research, professional portfolios, and intellectual coaching to create the Six Principles of University Teaching.\u00a0\u00a0 OSU Center for Teaching and Learning has been using this model of teaching excellence for a number of activities for faculty: creating teaching portfolios to supplement students’ ratings of instruction (for promotion and tenure); the observation of teaching; and specific sessions for departments.<\/p>\n
These six principles are admittedly hefty in content.\u00a0 Still they provide a solid outline for our professional growth as teachers.\u00a0 Teaching excellence is a life time pursuit.\u00a0 Even after over thirty years in teaching I still have lessons, that upon reflection, could have been stronger.\u00a0 I wouldn’t recognize my need to improve a lesson without reflection…and the opportunity to try the lesson again.\u00a0 This process of design, implement, reflect, and revise is so central to teaching improvement.\u00a0 If teachers do not have the opportunity to teach that course again, as improved, we miss a valuable opportunity for growth. This is why it is important to assign faculty, early in their teaching careers, the same class to teach from quarter to quarter.<\/p>\n
Should you have an interest in learning strategies for observing teaching, please consider joining our upcoming PLC called Teaching Triads.\u00a0 Participants us\u00a0 the Six Principles to guide the observation of teaching in a supportive environment. The hybrid PLC starts on February 3rd with an online module.\u00a0 We are looking for two more people to join us so we can work in cross-disciplinary trios.<\/p>\n
Here now for your reflection are the Six Principles of University Teaching for your use:<\/p>\n
Principle #1: Consider the Audience <\/strong><\/p>\n The instructor\u2019s approach to learning is based on recent cognition research and understands how language competencies, physical abilities, cultures, communities, and social identity influence learners\u2019 acquisition of knowledge and skills.\u00a0 The instructor uses this knowledge to differentiate the curriculum: engaging students in equitable and positive classroom behaviors; designing valuable and relevant learning tasks; and clearly communicating academic expectations to learners. The instructor creates a learning environment that supports individual and collaborative learning by ensuring students feel accepted by the teacher and peers.<\/p>\n Principle #2: Plan <\/strong><\/p>\n The instructor understands the central concepts, and structures of the discipline(s) he or she teaches and is able to plan for students\u2019 development of knowledge over time. Instructors are able to identify where the courses s\/he teaches fit into the program<\/em>\u2019s curriculum and uses this information to intentionally design courses to develop students\u2019 knowledge and skills at the appropriate level of rigor. The instructor ensures alignment <\/em>between course outcomes and course content, course content and the assessment tools.\u00a0 Prior to teaching a course the instructor identifies the \u201ccritical points\u201d in the course where students are most likely to struggle, and plans additional supports to help learners make accurate sense of the difficult content.<\/p>\n Principle #3: Enhance Engagement <\/strong><\/p>\n The teacher works with others to create a positive and safe learning environment for all.\u00a0 The instructor models and requires positive, respectful social interaction and clearly communicates academic expectations: homework is clearly relevant and at the appropriate level of difficulty; formative and summative assessments are designed to promote the students\u2019 ability to communicate what they have learned.\u00a0 The instructor connects course content to students\u2019 prior knowledge and extends and refines students\u2019 knowledge through authentic tasks, such as complex problem solving, critical discourse and civic activism.<\/p>\n Principle #4: Teach <\/strong><\/p>\n Each class session, directly aligned to one or more course outcomes, begins with engaging attention getting openings that capture students\u2019 interest. The instructor uses a variety of instructional strategies to enhance both individual and collaborative student engagement: engaging lectures are abbreviated; class sessions include small and\/or whole group discussion; writing; cooperative learning: problem solving, think-pair-share; jigsaw, etc. Metaphors, analogies, stories, cooperative activities, technology and demonstrations are regularly incorporated into teaching to illustrate ideas and concepts. \u00a0Lessons close with a revisiting of the day\u2019s lesson objective.<\/p>\n Principle #5: Assess<\/strong><\/p>\n Academic expectations are clearly and consistently communicated to students. The instructor uses a variety assessment tools during the course to monitor learner progress and<\/em> uses that data to adjust and pace the teaching of the course. Grading procedures are designed to accurately reflect students\u2019 acquisition of key knowledge and skills developed during a course.\u00a0 Summative (final) assessments are directly aligned to the content and skills taught and developed during the course (the course outcomes).<\/p>\n Principle #6: Reflect<\/strong><\/p>\n The instructor engages in both formal and informal reflection about teaching effectiveness, particularly the effects of his\/her choices and actions on others (learners, colleagues, and the community). Professional learning is evidence-based and informed by research. The instructor uses new knowledge and the scholarship of teaching to modify and adapt teaching practices. The instructor collaborates with colleagues in the continuous improvement of teaching practice.<\/p>\n<\/div>\n
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