In this module, faculty learn how to provide a set of high-quality directions for complex tasks and the essential techniques for giving clear explanations of challenging content. In addition, the module includes techniques for obtaining student feedback on the clarity of directions and explanations designed to inform instructional adjustments when needed.
To satisfy the module requirements, practicing faculty must apply at least one technique, such as providing written directions, sharing multiple examples, or assigning a class-reaction survey.
Berrett, D. (2015, September 21). The unwritten rules of college. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/The-Unwritten-Rules-of/233245
BrckaLorenz, A., Cole, E., Kinzie, J., & Ribera, A. (2011, April). Examining effective faculty practice: Teaching clarity and student engagement. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. Retrieved from http://cpr.indiana.edu/uploads/AERA
%202011%20Teaching%20Clarity%20Paper.pdf
Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (3rd ed.). San Francisco, CA: Jossey-Bass.
Chesebro, J. L. (2003). Effects of teacher clarity and nonverbal immediacy on student learning, receiver apprehension, and affect. Communication Education, 52, 135–147.
Chesebro, J. L., & McCroskey, J. C. (2001). The relationship of teacher clarity and immediacy with student state receiver apprehension, affect, and cognitive learning. Communication Education, 50, 59–68.
Cooper, T. (2007–2008). Collaboration or plagiarism? Explaining collaborative-based assignments clearly.
Essays on Teaching Excellence: Toward the Best in the Academy, 17(1). Retrieved from http://podnetwork.org/content/uploads/V19-N1-Cooper.pdf
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
Erickson, B. L., Peters, C. B., & Weltner Strommer, D. (2006). Teaching first-year college students (Revised and expanded ed.). San Francisco, CA: Jossey-Bass.
Filene, P. G. (2005). The joy of teaching: A practical guide for new college instructors. Chapel Hill: University of North Carolina Press.
Gliessman, D. H. (1987). Changing complex teaching skills. Journal of Education for Teaching, 13, 267–275.
Lang, J. M. (2008). On course: A week-by-week guide to your first semester of college teaching. Cambridge, MA: Harvard University Press.
Metcalf, K. K., & Cruickshank, D. R. (1991). Can teachers be trained to make clear presentations? Journal of Educational Research, 85, 107–116.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.
Smith, L. R. (1982). A review of two low-inference teacher behaviors related to performance of college students. Review of Higher Education, 5, 159–167.
Sorcinelli, M. D. (2005). Explained course material clearly and concisely. Retrieved from http://ideaedu.org/research-and-papers/pod-idea-notes-on-instruction/idea-item-no-10/ Titsworth, S. (n.d.). Translating research into instructional practice: Instructor clarity. Retrieved from http://www.natcom.org/uploadedFiles/Teaching_and_Learning/Virtual_Faculty_Lounge/PDF-TRIP -Instructor_Clarity.pdf
Weimer, M. E. (2013). Learner-centered teaching: Five key changes to practice (2nd ed.). San Francisco, CA: Jossey-Bass.
Weimer, M. E. (2015, November 18). Are we clear? Tips for creating better explanations. Faculty Focus.
Retrieved from http://www.facultyfocus.com/articles/teaching-professor-blog/are-we-clear-tips -for-crafting-better-explanations/
Wieman, C. (2010). Basic instructor habits to keep students engaged. Retrieved from the Carl Wieman Science Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca/Files
/InstructorHabitsToKeepStudentsEngaged_CWSEI.pdf
In this module, faculty learn how to use concept maps and a variety of visualization tools to assist students in understanding complex concepts, principles, and ideas and the important relationships between them.
To satisfy the module requirements, practicing faculty must apply at least one technique, such as using a flowchart during a class session, asking students to use visual tools to answer questions, or teaching students to use concept maps to prepare for exams.
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco, CA: Jossey-Bass.
Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (3rd ed.). San Francisco, CA: Jossey-Bass.
Bruff, D. (2013, November 1). Show and tell: More visual presentations [Prezi slides]. Retrieved from https://prezi.com/vlqxdjxfz6gx/show-and-tell-more-visual-presentations/
Bruff, D. (2015, March 16). Mapping a discussion with clickable image polls [Blog post]. Retrieved from http://www.polleverywhere.com/blog/mapping-a-discussion-with-clickable-image-polls/
Carnegie Mellon University, Eberly Center for Teaching Excellence & Educational Innovation. (n.d.). Using concept maps. Retrieved from https://www.cmu.edu/teaching/assessment/assesslearning /conceptmaps.html
Newbury, P. (2010, August). Concept mapping in Astro 101. Paper presented at Cosmos in the Classroom, Boulder, CO. Abstract retrieved from http://blogs.ubc.ca/polarisdotca/files/2011/01 /ConceptMappingWorkshop.pdf
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.
Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them.
Retrieved from http://cmap.ihmc.us/docs/pdf/TheoryUnderlyingConceptMaps.pdf
Ortega, R. A., & Brame, C. J. (2015). The synthesis map is a multidimensional educational tool that provides insight into students’ mental models and promotes students’ synthetic knowledge generation. CBE—Life Sciences Education, 14(2).
Wandersee, J. H. (2002). Using concept circle diagramming as a knowledge mapping tool. In K. M. Fisher, J. H. Wandersee, & D. E. Moody (Eds.), Science & Technology Education Library Series: Vol. 11. Mapping biology knowledge (pp. 109–126). New York, NY: Kluwer Academic.
In this module, faculty learn how to motivate students to take notes and effectively support note-taking by sharing pointers, providing skeletal outlines, allowing processing time, and using cues to signal important points.
To satisfy the module requirements, practicing faculty must apply at least one technique, such as sharing research that supports the benefits of note-taking, teaching students how to take notes, or providing a skeletal outline.
Bligh, D. A. (2000). What’s the use of lectures? San Francisco, CA: Jossey-Bass.
Boye, A. (2012). Note-taking in the 21st century: Tips for instructors and students. Retrieved from https://www.depts.ttu.edu/tlpdc/Resources/Teaching_resources/TLPDC_teaching_resources /Documents/NotetakingWhitepaper.pdf
Broderick, B. (1990). Groundwork for college reading. West Berlin, NJ: Townsend Press.
Carrier, C. A. (1983). Notetaking research implications for the classroom. Journal of Instructional Development, 6(3), 19–26.
Cohen, D., Kim, E., Tan, J., & Winkelmes, M. (2013). A note-restructuring intervention increases students’ exam scores. College Teaching, 61, 95–99.
Cottrell, S. (2008). Palgrave study skills: The study skills handbook (3rd ed.). Basingstoke, UK: Macmillan.
DeZure, D., Kaplan, M., & Deerman, M. A. (2001). Research on student notetaking: Implications for faculty and graduate student instructors. Retrieved from http://www.math.lsa.umich.edu/~krasny/math156 _crlt.pdf
Heward, W. L. (n.d.). Guided notes: Improving the effectiveness of your lectures. Retrieved from http://ada.osu.edu/resources/fastfacts/Guided_Notes.htm
Huxham, M. (2010). The medium makes the message: Effects of cues on students’ lecture notes. Active Learning in Higher Education, 11, 179–188.
Intervention Central. (n.d.). Guided notes: Increasing student engagement during lecture and assigned readings. Retrieved from http://www.interventioncentral.org/academic-interventions/studyorganization/guided-notes-increasing-student-engagement-during-lecture-
Johnstone, A. H., & Su, W. Y. (1994). Lectures—A learning experience? Education in Chemistry, 35, 76–79.
Kauffman, D. F., Zhao, R., & Yang, Y.-S. (2011). Effects of online note taking formats and self-monitoring prompts on learning from online text: Using technology to enhance self-regulated learning. Contemporary Educational Psychology, 36, 313–322.
Kiewra, K. A. (1985). Providing the instructor’s notes: An effective addition to student notetaking. Educational Psychologist, 20, 33–39.
Kiewra, K. A. (2005). Learn how to study and SOAR to success. Upper Saddle River, NJ: Pearson/Prentice Hall. Kiewra, K. A., DuBois, N., Christian, D., McShane, A., Meyerhoffer, M., & Roskelley, D. (1991). Note-taking functions and techniques. Journal of Educational Psychology, 83, 240–245.
Langan, J. (2007). Reading and student skills (8th ed.). New York, NY: McGraw-Hill.
Longman, D. G., & Atkinson, R. H. (1999). College learning and study skills. Belmont, CA: Wadsworth.
Marsh, E. J., & Sink, H. E. (2010). Access to handouts of presentation slides during lecture: Consequences for learning. Applied Cognitive Psychology, 24, 691–706.
McKeachie, W. J. (1994). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (9th ed.). Lexington, MA: D. C. Heath.
Medina, J. (2014). Brain rules: 12 principles for surviving and thriving at work, home, and school (Updated and expanded 2nd ed.). Seattle, WA: Pear Press.
Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological Science, 25, 1159–1168.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.
Peper, R. J., & Mayer, R. E. (1978). Note-taking as a generative activity. Journal of Educational Psychology, 70, 514–522.
Potts, B. (1993). Improving the quality of student notes. Practical Assessment, Research, and Evaluation, 3(8).
Rotenberg, R. L. (2010). The art & craft of college teaching: A guide for new professors & graduate students (2nd ed.). Walnut Creek, CA: Left Coast Press.
Stefanou, C., Hoffman, L., & Vielee, N. (2008). Note-taking in the college classroom as evidence of generative learning. Learning Environments Research, 11, 1–17.
Stutts, K. J., Beverly, M. M., & Kelley, S. F. (2013). Evaluation of note taking method on academic performance in undergraduate animal science courses. NACTA Journal, 57(3), 38–39.
University of Nebraska. (n.d.). Teaching students to take better notes: Notes on notetaking. Retrieved from http://www.unl.edu/gradstudies/current/teaching/notetaking
In this module, faculty learn how to plan a questioning strategy that prompts critical thinking. The module also helps instructors use advanced questioning techniques, like the Socratic Method, and activities for helping students develop their own questioning skills.
To satisfy the module requirements, practicing faculty must apply at least one technique, such as using a taxonomy to appropriately scaffold questions, using the CLOSE-UP method, or assigning students a task that requires them to write their own questions.
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, NY: McKay.
Brookfield, S. D., & Preskill, S. (2016). The discussion book: Fifty great ways to get people talking. San Francisco, CA: Jossey-Bass.
Elder, L., & Paul, R. (2009). The thinker’s guide to the art of asking essential questions (4th ed.). Dillon Beach, CA: Foundation for Critical Thinking.
Lemons, P. P., & Lemons, J. D. (2013). Questions for assessing higher-order cognitive skills: It’s not just Bloom’s. CBE Life Sciences Education, 12, 47–58.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.
Paul, R., & Elder, L. (1997, April). Socratic teaching. Retrieved from http://www.criticalthinking.org/pages /socratic-teaching/606
Paul, R., & Elder, L. (2006). The thinker’s guide to the art of Socratic Questioning (4th ed.). Dillon Beach, CA: Foundation for Critical Thinking.
In this module, faculty learn how to assist students in understanding and taking ownership of their own learning process. Techniques include using cues to guide student learning, presenting and having students develop work plans for completing complex assignments, prompting self-reflection with rubrics or other grading guidelines, and making worked examples available.
To satisfy the module requirements, practicing faculty must apply at least one technique, such as sharing examples of prior students’ work, using an exam wrapper, or having students complete the Critical Incident Questionnaire.
Abdullah, M. H. (2001). Self-directed learning (ERIC Digest No. D169). Bloomington, IN: ERIC Clearinghouse on Reading, English, and Communication. Retrieved from ERIC database. (ED459458)
Ackerman, D. S., & Gross, B. L. (2005). My instructor made me do it: Task characteristics of procrastination. Journal of Marketing Education, 27, 5–13.
Ambrose, S. A., Bridges, M. W., Lovett, M. C., DiPietro, M., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
Bowen, J. (2013, August 22). Cognitive wrappers: Using metacognition and reflection to improve learning
[Blog post]. Retrieved from http://josebowen.com/cognitive-wrappers-using-metacognition-and -reflection-to-improve-learning/
Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (3rd ed.). San Francisco, CA: Jossey-Bass.
Carey, L. J., Flower, L., Hayes, J., Shriver, K.A., & Haas, C. (1989). Differences in writers’ initial task representations (Technical Report No. 34). Center for the Study of Writing at University of California at Berkeley and Carnegie Mellon University.
Connor, C. (2004). Developing self-directed learners. Retrieved from http://www.schoolnet.org.za/conference /sessions/nh/self-directed_learning.pdf
Cornell University, Center for Teaching Excellence. (n.d.). What do students already know? Retrieved from http://www.cte.cornell.edu/teaching-ideas/assessing-student-learning/what-do-students-already -know.html
DeLong, M., & Winter, D. (2002). Learning to teaching and teaching to learn mathematics: Resources for professional development. Washington, DC: Mathematical Association of America.
Dweck, C. S. (2007). Mindset: The new psychology of success. New York, NY: Ballantine Books.
Fayetteville State University. (n.d.). Create engaging assignments and clear assignment sheets. Retrieved from http://www.uncfsu.edu/learning-center/wac/faculty-home/formal-writing-project/engaging -and-clear
Harris, C. (2014, June 6). Teaching from the test: Exam wrappers [Blog post]. Retrieved from https://www.purdue.edu/learning/blog/?p=7050
Shannon, S. V. (2008). Using metacognitive strategies and learning styles to create self-directed learners. Institute for Learning Styles Research Journal, 1, 14–28.
The University of Tennessee at Chattanooga, Walker Center for Teaching and Learning. (n.d.). Classroom assessment strategies. Retrieved from http://www.utc.edu/walker-center-teaching-learning
/teaching-resources/classroom-assessment-strategies.php#recall