Hpl Questions(V2.0)

INFORMS 2008 Teaching Effectiveness Colloquium Jeff Nugent & Britt Watwood Center for Teaching Excellence Virginia Commonwealth University

How do you know what your students are thinking?

Should the research on learning inform the practice of teaching?

Before the start of a course or unit of study, I poll students for their understanding of key concepts I’ll be teaching. ,[object Object],[object Object],[object Object]

Role of Prior Knowledge ,[object Object],[object Object],[object Object],[object Object]

When I present and discuss key concepts I expect students to be able to take that information and apply it to novel situations. ,[object Object],[object Object],[object Object]

Transfer of Learning ,[object Object],[object Object],[object Object],[object Object]

Teaching students to reflect on how they are learning is nearly as important as teaching the subject matter being learned. ,[object Object],[object Object],[object Object]

Metacognition and Expert Performance ,[object Object],[object Object],[object Object],[object Object]

Assessment of major unit exams and the occasional quiz or paper is usually enough feedback to let students know how they are learning in the course. ,[object Object],[object Object],[object Object]

Design of Learning Environments ,[object Object],[object Object],[object Object]

Effective teaching results from the combination of subject matter expertise, and knowledge of instructional techniques. ,[object Object],[object Object],[object Object]

Effective Teaching ,[object Object],[object Object],[object Object]

Reflecting on Key Findings ,[object Object],[object Object],[object Object],[object Object],Which of these has greatest relevance for your teaching? What are some ways you could begin to integrate this into your own practice?

Hpl Questions(V2.0)

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