Teaching Practices

1. MY TOP 10:
THE BEST AND WORST
TEACHING PRACTICES
I’VE EVER SEEN
Linda B. Nilson, Ph.D., Director Emerita
Office of Teaching Effectiveness and Innovation
Clemson University
nilson@clemson.edu *** www.lindabnilson.com
www.linkedin.com/in/lindabnilson

2. TOP 10 BEST - #10
Setting clear, assessable
student learning outcomes and
assessing on them
Use “active” verbs for performances you can
observe and set standards for – not internal
states of mind.

3. TOP 10 BEST - #9
Giving students practice,
practice, practice (in
performing outcomes)

4. Effects of Repetition/Practice
 Improves depth of understanding/
learning, retention, and retrieval
 Strengthens synaptic connections
 Helps develop pattern recognition
( burden on working memory)

5. Best Practices for Practice
 Deliberate practice = Students
actively monitor their learning,
getting feedback about their
progress; self-testing, being
tested
 Multisensory/modal practice

6. Not “learning styles”
 No such thing
 All students should read, listen,
speak, discuss, write, watch,
draw, act, experience, play,
handle, and think new material
into their system.

7. Modes – If students first learn the
material this way,

8. …then have them review the
material in two different ways.

9. TOP 10 BEST - #8
Teaching students how to
learn/study in your course
• Read assigned material
• Take good notes
• Approach problem solving
• Conduct research
• Write in the discipline

10. TOP 10 BEST - #7
Giving students prompt
feedback and many varied
grading opportunities,
including “authentic” ones
“Authentic” = real-life knowledge & skills

11. TOP 10 BEST - #6
Communicating high
expectations
 Doesn’t mean heavy workload.
 Show your can-do faith in your
students; reject poor work.

12. TOP 10 BEST - #5
Integrating “desirable difficulties”
into student learning
 Recast text material as a graphic
 Transfer new knowledge to new
situations
 Correct/redo their errors

13. TOP 10 BEST - #4
Giving student-active breaks
every 12-20 min. of lecture
Excellent for student learning, retention,
class attendance, and your student
ratings
Feedback for you

14. Possible Student-Active Breaks
 Lecture note review, fill in, elaboration
 Above in pairs
 Periodic writing of most important
point(s), with pair sharing
 Multiple choice question (conceptual)
 Problem to solve (indiv, pair, group)
 Quick case study (indiv, pair, group)

15.  Discuss open-ended question (pair,
group, class)
 Worksheet/exercise (indiv, pair, group)
 Concept map, graphic organizer, matrix
of lecture material (indiv, pair, group)
 Reaction/reflection paragraph
 Examples of key concepts
 Future test question (indiv, pair, group)
 1-sentence (or more) summary of lecture
 “Muddiest point”

16. TOP 10 BEST - #3
Holding students accountable
for the readings when due with
• Homework handed in
• Daily quizzes
• In-class exercises/activities handed in
• Oral presentations or recitation
* Grade at least 0/1 on good faith effort *

17. TOP 10 BEST - #2
Teaching with “the best
tool(s) for the job”

18. When to Lecture
 Pique students’ curiosity, inspire motivation
 Model style of thinking, problem solving
 Give a unique organization to the material
 Adapt high-level material to students’ level
 Add your own related research
 Present a background summary
 Present up-to-date material not yet in print

19. Lecture is ineffective when you
want students to be able to:
 Examine and possibly change attitudes
 Explore controversial or ambiguous material
 Transfer knowledge to new situations
 Develop critical thinking or problem-solving
 Develop/improve writing or speaking skills
 Learn performance or procedural techniques
 Retain knowledge or pursue more after course

20. And the #1 Best Teaching
Practice of all time.…
Getting mid-semester
student feedback—on your
own or with help of a
colleague or instructional
consultant

21. Ask students to write down…
 Instructor’s teaching strengths and
weaknesses
 What is helping you learn? What
gets in the way of your learning?
 Start __. Keep doing __. Stop __.

22. AND NOW, THE TOP 10
WORST TEACHING
PRACTICES
I’VE EVER SEEN

23. TOP 10 WORST – #10
Presuming students will read
the syllabus (carefully or at all)
 Give a quiz on the syllabus that counts
 Have students sign a contract
 Have in-class small-group scavenger
hunt for info

24. TOP 10 WORST – #9
Presuming students’
background knowledge
 Give 1st-day diagnostic test
 Give 2nd-day graded test (worth 10% or +)
on prerequisite knowledge
 Organize curriculum tightly

25. TOP 10 WORST – #8
Presuming students’ interest
in/motivation to learn the
material & understanding of its
importance or utility
 Be prepared to SELL it.
 Focus on the world and “big questions.”

26. TOP 10 WORST – #7
Using technology unwisely
e.g., overusing PowerPoint; putting detailed
lecture notes on the web and lecturing the
same material in class
Use technology to help students follow
your organization and free class time
for activities.

27. TOP 10 WORST – #6
 Giving equal affirmation to
every student’s contribution
or response
Teach students to defend their
answers and to assess each
others’.

28. TOP 10 WORST – #5
Giving easy, “routine” group
assignments not requiring
creative, synergistic thinking

29. TOP 10 WORST – #4
Testing on different cognitive
levels (lower or higher) than
the assignments and class
activities teach

30. TOP 10 WORST – #3
Poor public speaking skills,
to include not conveying
enthusiasm
*Voice quality *Vocal variety *Dramatic pauses
*Gestures *Movement around classroom
*Facial expressions * Smile *Eye contact

31. TOP 10 WORST – #2
Not having and enforcing
classroom conduct rules,
whether yours or class-
generated.

32. And the #1 WORST Teaching
Practice of all time.…
Letting your students walk all
over you – i.e., projecting a
weak, timid, “easy,” anything-
goes, pushover, or maternal
persona.

33. Project a confident, in-command,
no-nonsense, & caring persona
 Have “tough,” clear policies on attendance,
cheating, and freeloaders (group work).
 Hold students accountable for the readings.
 Accept grading protests only in writing with
justifications within a tight time limit.
 Display agenda/outline/outcomes for class.
 Balance approachability and authority.
 Show that you care!