Twelve Principles of Effective Teaching and Learning
Twelve Principles of Effective Teaching and Learning
(Source: Tiberius & Tipping, 'Twelve Principles of Effective Teaching and Learning For Which There Is Substantial Empirical Support, University of Toronto, 1990 ©)
(As with the "Faculty Inventory", you can use these twelve principles to help identify your areas of strength and areas for improvement.)
These twelve principles are intended as guidelines to faculty and administrators interested in the improvement of teaching and learning. The list is derived, in part, from a study co-sponsored by the American Association for Higher Education and the Education Commission of the States (AAHE Bulletin, March 1987). That study reported seven principles of good practice and six powerful forces in higher education which has been extracted from fifty years of research on teaching and learning in higher education. The study was conducted by a team of prominent educators, including Alexander W. Astin, Howard Bowen, Carol H Boyer, K Patricia Cross, Kenneth Eble, Russel Edgerton, Jerry Gaff, Joseph Katz, C. Robert Pace, Marvin W. Peterson, and Richard C. Richardson Jr.
We have added five principles, based on our review of the literature (including review articles such as T.M. Shermin et.al. "The quest for excellence in university teaching" in the Journal of Higher Education, Vol 58, No 1, 1987, pp.66-84; and John Centra et. Al. "A guide to evaluating teaching for promotion and tenure", 1987, a publication of Syracuse University).
1. Teachers' knowledge of the subject matter is essential to the implementation of important teaching tasks
Teachers who know their subject matter thoroughly can be more effective and efficient at organizing the subject matter, connecting the subject with the students' previous knowledge, finding useful analogies and examples, presenting current thinking on the subject, and establishing appropriate emphases.
2. Active involvement of the learner enhances learning
Learning is an active process
(Source: Tiberius & Tipping, 'Twelve Principles of Effective Teaching and Learning For Which There Is Substantial Empirical Support, University of Toronto, 1990 ©)
(As with the "Faculty Inventory", you can use these twelve principles to help identify your areas of strength and areas for improvement.)
These twelve principles are intended as guidelines to faculty and administrators interested in the improvement of teaching and learning. The list is derived, in part, from a study co-sponsored by the American Association for Higher Education and the Education Commission of the States (AAHE Bulletin, March 1987). That study reported seven principles of good practice and six powerful forces in higher education which has been extracted from fifty years of research on teaching and learning in higher education. The study was conducted by a team of prominent educators, including Alexander W. Astin, Howard Bowen, Carol H Boyer, K Patricia Cross, Kenneth Eble, Russel Edgerton, Jerry Gaff, Joseph Katz, C. Robert Pace, Marvin W. Peterson, and Richard C. Richardson Jr.
We have added five principles, based on our review of the literature (including review articles such as T.M. Shermin et.al. "The quest for excellence in university teaching" in the Journal of Higher Education, Vol 58, No 1, 1987, pp.66-84; and John Centra et. Al. "A guide to evaluating teaching for promotion and tenure", 1987, a publication of Syracuse University).
1. Teachers' knowledge of the subject matter is essential to the implementation of important teaching tasks
Teachers who know their subject matter thoroughly can be more effective and efficient at organizing the subject matter, connecting the subject with the students' previous knowledge, finding useful analogies and examples, presenting current thinking on the subject, and establishing appropriate emphases.
2. Active involvement of the learner enhances learning
Learning is an active process