Principles of effective university teaching
1. Effective teaching creates a ‘learning community’
Learning should be largely a social, collaborative experience. Articulating and sharing ideas and responding to others’ reactions improves thinking and deepens understanding A supportive learning environment, where learners feel empowered to negotiate tasks and be part of a shared context, is necessary to develop cooperation amongst students. Effective teachers display a genuine interest in their students’ progress and enable frequent student-teacher contact. The overall teaching and learning environment, including the opportunities for students to interact with teachers, researchers and professionals from the disciplinary field, should create an integrated learning community.
2. Effective teaching is aligned so that learning objectives guide the approach to teaching and learning and the assessment process.
Learning objectives should be stated explicitly so that students are aware of what is being asked of them as learners. This should be aligned so that direct links are made between stated objectives, approaches to teaching and learning and the assessment tasks that will be used. In addition, the identification of learning objectives helps to focus the teacher’s own practice on what is important.
3. Effective teaching is based on interconnected knowledge and the creation of a meaningful and relevant context for learning
Learning is enhanced by the restructuring that occurs when connections are made by the learner between new knowledge and existing knowledge. Most learning occurs when it is embedded within a context which is obvious/explicit to the learner. It is much easier to learn subsets of knowledge when the student has an idea of the big picture, can see its relevance, understands how it is connected to practice and how it builds on what they already know.
4. Effective teaching promotes active learning
Learning does not ‘happen’ to students and teachers do not ‘deliver’ skills or knowledge to students. New knowledge and skills are acquired when the student actively develops these things within her/himself and with others. Effective teachers create learning experiences that engage the student actively in the process.
5. Effective teaching gives effective feedback
Feedback is integral to learning and can meet many needs. It provides students with a sense of their progress by identifying strengths and weaknesses, thereby empowering the student to work in an informed way. It can also influence the teacher’s subsequent interaction with the student Feedback helps students get started by helping them to assess their existing knowledge and competence. Feedback can assist students to situate their own knowledge/skills in relation to other members of the class. Alternatively, feedback may be used to provoke new ideas or ways of understanding a topic/problem/situation.
6. Effective teaching communicates high expectations and provides appropriate support
High expectations are important for everyone - for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts. In challenging students and developing in them a sense of independence and responsibility for their learning, the appropriate amount of support must also be provided, otherwise the development we strive for in the students may be hindered.
7. Effective teaching respects diverse talents, ways of learning and personal histories
Students bring different talents and preferred styles of learning to a formal learning situation. Brilliant students in the seminar room may be all thumbs in the lab or design studio. Students rich in hands-on experience may not do so well in theory or creative problem solving. Students need the opportunities to show their talents and learn in ways that work for them. They also need to be extended to learn and work in new ways. In assessing the diversity of the group it is important to acknowledge the cultural and linguistic backgrounds, religious beliefs, educational and employment experiences, urban and rural backgrounds, different school experiences, family and community structures, sexual orientation, disability, gender and age. The effective classroom acknowledges, supports and uses this diversity appropriately to enhance the learning experience.
8. Effective teaching communicates enthusiasm for the subject and for teaching
There is no substitute for a professional’s eager interest in and love for teaching. Some teachers demonstrate this interest outwardly in their classroom teaching behaviours, whilst others demonstrate it in the tone of their assignments, exams, grading, and in the teaching-learning strategies they implement. When students sense that a teacher’s zest is authentic, they respond in kind.
9. Effective teaching emphasises fairness
Ethical behaviours and the creation of optimal learning environments are integral to the university’s learning mission. Teachers must engage their students in fair play, and allow only fair play between students. Students thrive in situations they trust, i.e., when teachers are consistent in expectations and grading, and uphold academic integrity. Fairness is achieved through thoughtful planning; logical and transparent assessment procedures; where behaviours are not dictated by personal biases and self interests; and where the development of the student is the teacher’s primary concern.
10. Effective teaching acknowledges the scholarship of teaching and learning, and draws upon opportunities for professional development
It is vital that educators are informed by research and developments pertaining to teaching and learning in higher education. Much is already known about effective approaches to teaching in a range of circumstances and disciplines. Effective teachers undertake professional development to extend their knowledge and skills relating to teaching and learning.
11. Effective teaching is informed by disciplinary developments
Effective teaching communicates developments within a discipline, taking research and other advances as the basis for creating relevant learning experiences for students and bridging the gap between the classroom and the external professional field.
12. Effective teaching is enhanced by appropriate teaching and learning spaces
The interaction between participants (teacher-student; student-student) and the behaviour and performance of the teacher and student is likely to be enhanced when the design and functionality of the teaching and learning space is complementary to the intended approach to teaching and learning. Effective teachers make every effort to fully utilize the available space and facilities in order to enable their intended approach to teaching to maximize the student learning experience. This may involve the use of existing resources within a space or the reorganization of seating and other furniture, for example, in order to create new possibilities.
This document has been designed by TEDI to reflect the circumstances and priorities of The University of Queensland, and draws upon the work of Dr Allan Goody, Centre for Staff Development, University of Western Australia.
References and resources
References drawn on include:
Biggs, J. (2003). Teaching for Quality Learning at University(2nd ed). SRHE & Open University Press.
Chalmers, D., & Fuller, R. (1996). Teaching for Learning at University: Theory and practice. London: Kogan Page.
Habeshaw, T. (1995). Effective lecturing to large, diverse groups. In L. Conrad and L. Phillips (Eds.) Reaching More Students.
Habeshaw, S., Gibbs, G. and Habeshaw, T. (1993). 53 Interesting Ways to Assess Your Students (3rd ed.).Bristol: Technical and Educational Services.
Hatfield, S.E. Ed. (1995). The Seven Principles in Action: Improving undergraduate education.Bolton, MA: Anker.
Seven (Plus Three) Principles for Good Practice in Undergraduate Education. The Office of Instructional Resources, University of Illinois at Urbana-Champaign. February 2000.
Teaching large classes project website
This website has been developed as part of the AUTC project. It will be updated regularly every six months. This site contains guidelines, an extensive literature review and references.
http://www.tedi.uq.edu.au/largeclasses/
Sessional teaching project website
This website has been developed as part of the AUTC project on Managing, Training and Supporting Sessional Teachers. Large class teaching often relies on sessional teachers so this is an important consideration when teaching large classes. The website will be updated regularly every six months. This site contains guidelines, case studies, literature review and resources.
http://www.tedi.uq.edu.au/sessionalteaching/
