Below are descriptions of a variety of instructional practices that support student learning and development. Peer reviewers of teaching may find it helpful to record specific examples of these practices as they are observing a candidate’s classroom, lab, or studio instruction. No instructor would be expected to engage in all of the behaviors in any given class; some are mutually exclusive, and others might be inappropriate to the learning objectives for that particular session or to the learning needs of the students. Peer reviewers should meet with the instructor prior to observation to learn more about the course as a whole and the objectives for the session to be observed.
Content-related practices that support student learning:
- Introducing or identifying fundamental theories, constructs, or generalizations
- Explaining important concepts clearly
- Defining, explaining, or illustrating important methodological terms and concepts
- Providing factual information
- Relating content to knowledge and skills required by professionals
- Demonstrating analytic or creative processes distinctive to the field of study
- Introducing facts, concepts, theories, or methods from other fields as appropriate
- Showing relation of theory to practice
- Suggesting implications of an idea, position, or theory
- Providing opportunities for students to apply skills or methods to new issues, topics, or situations
- Considering recent and/or classic scholarship
- Correcting, or helping others to correct, errors in information provided by others
- Introducing or eliciting a variety of opinions
- Presenting material appropriate to students’ preparation
- Providing details to help support and elaborate on generalizations
- Relating course topics to recent events, issues, or controversies
- Providing information on recent development within the field
- Providing references or identifying sources for information presented
- Showing relation of topic to students’ lives and to overall goals of the course
- Raising relevant moral, social, and/or religious questions
- Considering alternative religious, moral, and/or political perspectives as appropriate
- Incorporating content beyond the syllabus
- Acknowledging limitations in knowledge or expertise
- Assisting students in developing informed positions and perspectives
- Providing a broad theoretical framework for the day’s topics
Communication-related practices that support student learning:
- Stating goals and objectives for classroom activities clearly
- Maintaining connection with students (eye contact, movement, gesture, tone of voice, etc.)
- Allowing ample time for students to process and record information
- Using illustrative and/or interactive materials (computer, slides, video, audio, etc.)
- Encouraging questions
- Listening and responding clearly to questions
- Inviting other students to respond to students’ questions
- Posing questions that are understandable
- Posing questions that stimulate discussion
- Providing opportunity for all to participate
- Giving students time to respond
- Arranging room to facilitate effective listening and speaking
- Adapting communication strategy to size of group
- Varying classroom activities to adapt to different learning styles (visual, oral, aural, kinesthetic)
- Intervening appropriately during long pauses (e.g., allowing enough time for participants to think, but not so much that discussion flounders)
- Summarizing key points of presentation or discussion
- Using a variety of instructional methods throughout class period and course
- Seeking and providing feedback
- Providing “signposts” in lecture and/or discussion to help students follow the organization of ideas
Climate-related practices that support student learning:
- Showing interest in the topic
- Showing interest in students
- Eliciting information about students’ needs, concerns, and interests
- Noting and responding to signs of inattention, misunderstanding, or confusion
- Treating students equitably, irrespective of gender, ethnicity, learning style, etc.
- Using humor appropriately
- Fostering an environment of respect
- Paying attention to physical comfort and needs of students (temperature, positioning, need for a break, etc.)
- Beginning and ending class on time
- Making time for further discussion, assistance, or questions outside of class
- Encouraging students to learn from each other