Informed Teaching
Effective teachers implement a variety of evidence-based instructional practices to best support student learning and 91´«Ã½’ development as learners123. Effective teachers make informed instructional choices that consider situational factors such as the context of teaching and learning, characteristics of the learners, and desired outcomes4.
| Recommended Elements of Effective Practice* |
|---|
| Makes instructional choices based on a thoughtful examination of the teaching and learning context, such as course enrollment, level, frequency of meetings, and physical space |
| Makes instructional choices that are clearly guided by a thoughtful examination of how the course fits within a degree program (if applicable) and university curriculum, any requirements imposed by professional or accrediting bodies, and societal expectations regarding the subject. Employs or contributes to when appropriate. |
| Implements a variety of evidence-based instructional practices informed by the or professional experience (see also reflective practice). |
| Uses teaching strategies that align with the course content, using best practices in content area; sequences instruction and assessments effectively and appropriately for the level of the course. |
| Uses teaching strategies that address misconceptions, alternative conceptions, or preconceptions of content to 91´«Ã½. |
| Makes instructional choices that regularly draw essential connections between course content, other courses in the curriculum, and contemporary issues in the field. |
| Explicitly defines and clearly communicates criteria for evaluation (e.g. ). |
Potential evidence for self-reflection and formative assessment
- Examples of course activities or other teaching materials
- Examples of assessments
- Feedback from peer teaching observation
- Reflection on student work samples
- Reflection on summary statistics of student learning outcomes
- Student Perceptions of Teaching (SPoTs)
Potential evidence for summative or formal evaluation
- See formative assessment – these documents would ideally be annotated to indicate how they support an element to aid with formal evaluation
- FAR responses that explain what informed your teaching practices
- Teaching statement that explains what informed your teaching practices
References
1Wieman, C. E. Expertise in university teaching & the implications for teaching effectiveness, evaluation & training. Daedalus 148, 47–78 (2019).
2Nebel, C. Considerations for applying six strategies for effective learning to instruction. Med. Sci. Educ. 30, 9–10 (2020).
3Lang, J. Small Teaching: Everyday Lessons from the Science of Learning, 2nd Edition | Wiley. (Jossey-Bass, 2021).
4Fink, L. D. Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. (Jossey-Bass, San Francisco, 2013).