Best Practices and Strategies through the lens of Chickering and Gamson's Principals of Best Practice
Dr. Michele Brewer Director | Office of Technology, Assessment, and Compliance Wilmington University
#1. Encourage Contact Between Students Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans. As the instructor for the Introduction to Autism class, I designed and facilitated an instructorled discussion centered around the novel 'The Curious Incident of the Dog in the Night-Time.' Here's a breakdown of what I did: Preparation: I immersed myself in the novel, delving into its content and analyzing how it portrayed the experiences of an individual with autism, particularly the protagonist, Christopher Boone. Discussion Focus: I organized a discussion session in the class, emphasizing the novel's significance in the context of autism studies. The primary goal was to explore the novel's portrayal of autism and its implications for our understanding of the subject. Discussion Points: I carefully crafted discussion points, directing students' attention to key aspects. This included character analysis, the unique perspective offered by the book, its realworld relevance, and the creation of an engaging classroom atmosphere that encouraged active participation and critical thinking.
Haddon, M. (2003). The Curious Incident of the Dog in the Night-Time. New York: Doubleday.
Discussion Facilitation: During the discussion, I led and facilitated the conversation. My role was to guide the flow, ensuring that every student had the opportunity to contribute and encouraging thought-provoking questions and diverse viewpoints.
Modeling Learning: To model what it means to be a learner, I openly acknowledged uncertainties when they arose and welcomed a variety of interpretations and insights from the students. This promoted an inclusive learning environment where different perspectives were valued. Discussion Assessment: Following the discussion, I provided a reflective analysis, which highlighted my experience in leading the discussion. I discussed the challenges encountered, key takeaways, and how the discussion not only deepened our understanding of autism but also modeled the role of a learner. Assessment: The assessment for this assignment was based on the quality of the discussion, the level of engagement and critical thinking it fostered among the students, and the insights I shared in the reflective analysis. In this instructor-led discussion, the aim was not only to explore the novel and its relevance to autism studies but also to create an inclusive and participatory learning environment. By leading this discussion, I encouraged students to think critically, empathize with different perspectives, and gain a deeper understanding of autism through literature.
#2. Develops Reciprocity and Cooperation Among Students Learning is enhanced when it is more like a team effort than a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one's own ideas and responding to others' reactions sharpens thinking and deepens understanding. As the instructor, I designed an assignment titled 'Psychotherapy Theorist Perspective Analysis of '28 Days'' for our 'Intro to Theories of Psychotherapy' class. The primary goal was to help students better comprehend various psychotherapy theories by using the movie '28 Days' as a practical case study. I organized the students into small groups, making sure that each group had a mix of students assigned to different psychotherapy theorists. I provided clear instructions for the assignment: 1. Group Formation: Students were grouped into teams of 3-5 members, with each student taking on the role of a different psychotherapy theorist. 2. Research and Theorist Assignment: Each student was assigned a specific psychotherapy theorist, such as Sigmund Freud, Carl Rogers, Aaron Beck, or another relevant theorist based on our course content.
28 Days (2000) | Movie Trailer | Sandra Bullock [Online Video]. YouTube. Retrieved November 2, 2023 from https://www.youtube.com/watch?v=y7RXmrlGe-k.
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Movie Viewing: The class watched the movie '28 Days' with a focus on observing character behaviors, challenges, and relationships.
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Theorist Perspective Analysis: Each student in the group analyzed the movie from the perspective of their assigned theorist. They were encouraged to apply the theorist's concepts, methods, and principles to understand and diagnose the characters in the movie.
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Group Discussion: After individual analysis, the students reconvened as a group to exchange their insights. Each student asked questions of the others with everyone providing answers from the perspective of his/her theorist. The groups prepared a collective presentation summarizing their discussions. This presentation synthesized key points from each theorist's perspective and elaborated on how each theorist would approach the main character's issues in the movie.
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Class Discussion: During the class session, each group presented their findings, which led to a broader discussion among all students about the movie from different psychotherapy perspectives.
As the instructor, I assessed the assignment by evaluating individual reflections, the quality of group presentations, the depth of group discussions, and students' ability to effectively apply psychotherapy theories to the movie's context. This assignment aimed to encourage critical thinking, foster collaboration, and deepen students' understanding of psychotherapy theories through real-world application.
#3. Encourages Active Learning As the instructor for the 'Introduction to Autism' course, I designed an assignment titled 'Case Study Analysis and Interactive Discussion with an Adolescent with Autism.' The primary goal of this assignment was to give our candidates a hands-on, real-world experience in understanding and supporting individuals with autism in an educational context. Autism Colorful Typography Banner Stock Illustration. iStock. n.d Web. 2 Nov. 2023. https://autism-mi.org/wp-content/uploads/2022/12/home-autism.jpg
Here's a breakdown of what I organized for this assignment: 1.
Diagnostic Report Review: I provided the candidates with a redacted diagnostic report that diagnosed an adolescent girl with autism, which was prepared by the Swank Autism Center at AI DuPont Hospital. This report contained crucial information about the student's strengths, challenges, and recommendations for support.
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Observations and Discussion Preparation: Each candidate individually reviewed the report, made observations, and prepared questions and discussion points related to the case. The aim was to encourage them to think about how they would support the student if she were in their own classrooms.
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Support Plan Development: Candidates, either in groups or individually, were tasked with creating support plans customized to the needs of the student, drawing on the information provided in the diagnostic report. These support plans were expected to incorporate evidencebased strategies and be tailored to the student's unique characteristics.
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Live Discussion: During the final class, the adolescent girl, who was the subject of the diagnostic report, attended as a guest. The candidates engaged in a one-hour interactive discussion with her. Their role was to ask probing questions to gain insights into her experiences, learning preferences, and to learn about best practices they, as future educators, should adopt to create an inclusive and supportive learning environment for individuals with autism.
In terms of assessment, candidates were evaluated on the quality of their support plans, active participation in the live discussion, the depth of their questions, and their ability to apply what they learned to practical educational scenarios. Additionally, individual reflections on the experience and the insights they gained from the discussion were part of the assessment process. This assignment provided our candidates with a unique opportunity to bridge theory and practice by engaging directly with a real person with autism. It offered invaluable insights into effective strategies for supporting students with autism in an educational setting, helping to prepare them for their future roles as educators.
#4. Gives Prompt Feedback Knowing what you know and don't know focuses learning. Students need appropriate feedback on performance to benefit from courses. When getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves. As the instructor for the 'Strategies for Effective Teaching' course, I designed an activity titled 'Lesson Plan Feedback and Enhancement.' The primary aim of this activity was to underscore the crucial role of feedback in the teaching process and to help our aspiring educators refine their lesson planning skills. Here's how I structured the activity: 1.
Lesson Plan Creation: I tasked each student with creating a lesson plan tailored to a specific topic, considering the age and grade level of his/her future students. They were required to detail the learning objectives, teaching methods, assessment strategies, and the resources they would use.
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Peer Review Groups: I organized the class into small peer review groups, ensuring a mix of teaching approaches and subjects for the lesson plans.
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Peer Review and Feedback: Within their peer review groups, students exchanged their lesson plans for review. They provided constructive feedback on various aspects, such as the clarity of learning objectives, alignment with teaching strategies, appropriateness for the target audience, and the effectiveness of assessment methods.
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Feedback Integration: After receiving feedback, students were encouraged to revise their lesson plans, considering the suggestions provided by their peers. I emphasized the importance of reflective thinking and implementing changes that aligned with best teaching practices.
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Revised Lesson Plan Presentation: Students presented their revised lesson plans to the class, explaining how the feedback they received influenced their changes and why they believed their plans were now more effective.
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Class Discussion: Following each presentation, we engaged in a class discussion about the role of feedback in lesson planning and effective teaching. We discussed how integrating feedback can lead to more impactful teaching strategies.
In terms of assessment, I evaluated the quality of the original lesson plan, the depth of revisions made based on feedback, and the effectiveness of the final lesson plan. I also assessed students' participation in the peer review process and their ability to articulate the improvements they made. This activity not only emphasized the importance of feedback but also equipped our future educators with the skill of giving and receiving constructive feedback, which is essential for their professional growth and for enhancing the learning experiences of their future students.
#5. Emphasize Time on Task Time plus energy equals learning. There is no substitute for time on task. Learning to use one's time well is critical for students and professionals alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis of high performance for all. As the instructor for the course 'Leadership and Collaboration,' I designed an individual assignment titled 'Personal Project Charter and Reflective Report.' The primary aim of this assignment was to help students develop key leadership and collaboration skills while placing a strong emphasis on effective time management and self-accountability. Here's how I organized and aligned the assignment: Course Objectives: • • •
Objective 1: To foster leadership and collaboration skills. Objective 2: To instill effective time management and self-accountability. Objective 3: To apply planning and communication skills in real-world projects.
Program Standards and Competencies: • • •
Standard 1: Leadership Skills - Emphasizing self-leadership through project management and efficient time allocation. Standard 2: Effective Communication - Focusing on planning and utilizing effective communication for project success. Standard 3: Collaboration - Encouraging self-leadership, accountability, and effective time management.
Assignment Structure: 1. 2.
3. 4. 5.
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Project Selection: I instructed students to choose a project that resonated with the course objectives, emphasizing leadership, collaboration, effective communication, and time management. Personal Project Charter: Students were tasked with creating a Personal Project Charter, aligning with Standard 1 and Standard 3. This charter encompassed self-leadership, effective time allocation, and self-accountability. Importantly, it included specific time allocations for different project tasks to stress the significance of 'time on task.' Contract for Learning: Each student was required to sign their Personal Project Charter, symbolizing their commitment to time management, self-accountability, and collaboration in line with Standard 3. Project Execution: During the project execution phase, students were encouraged to manage their time effectively, ensuring they adhered to the project's timeline while aligning with Standard 1 and Standard 3. Reflective Report: The assignment concluded with students writing a reflective report, aligning their self-assessment with Standard 1, Standard 2, and Standard 3. In this report, they evaluated their self-leadership, effective time management ('time on task'), selfaccountability, and communication effectiveness. Assessment: Assessment for this assignment involved evaluating the quality of the Personal Project Charter, the student's ability to execute the project, and the depth of reflection and self-assessment in the report. Importantly, it centered on how well students managed their time, displayed self-leadership, and practiced effective collaboration while adhering to the assignment's time management emphasis.
In sum, this assignment was designed to nurture essential leadership and collaboration skills while placing significant emphasis on effective time management and 'time on task,' all in alignment with course objectives, program standards, and competencies. It aimed to demonstrate the practical application of these skills in real-world project settings, preparing students for future leadership roles.
#6. Communicate High Expectations As the instructor for many courses, I implement a teaching approach founded on the principle of high expectations. Here's how I put this into practice: Course Preparation: I invest considerable time and effort in designing a challenging yet engaging course. My goal is to create a learning environment that stimulates critical thinking and active participation. Syllabus Expectations: I took great care to outline my high expectations in the course syllabus. It was important to communicate clearly that I held students to rigorous standards. To support this, I provided a detailed grading rubric that reflected the high expectations set for the course. Early Communication: Right from the start, I communicate my belief in the students' potential to excel. I make it a point to express my high expectations for their performance, fostering a sense of self-belief and motivation. Challenging Assignments: I design assignments and projects that are deliberately challenging meant to encourage students to think deeply, solve complex problems, and interact intensively with the course material. The intent is to inspire them to surpass their perceived limits. Continuous Feedback: I ensure that students receive regular, constructive feedback on their work. This feedback aims at facilitating improvement and helping them reach or even exceed the high standards that had been set. Motivation and Support: I go beyond the syllabus to provide additional resources such as supplementary readings, workshops, or dedicated office hours. These resources support students in meeting the high expectations, and I try to motivate and inspire them to strive for excellence. Setting an Example: It is crucial for me to lead by example. I demonstrate a strong work ethic, commitment to the course, and a genuine passion for the subject matter. This exemplifies that I, too, hold high expectations for myself as an instructor. Classroom Environment: I foster a positive and empowering classroom environment. This atmosphere encourages students to rise to the challenge and embrace the high expectations set. I encouraged peer collaboration and open discussion. Celebrate Achievements: I recognize and celebrate students' achievements and efforts throughout the course. I make a point of highlighting instances where students surpass the high expectations, and I praise their dedication. Through this approach, my aim is to cultivate a classroom culture where high expectations serve as a powerful motivator. It pushes students to strive for excellence, exceed their potential, and fostered a culture of continuous improvement.
#7. Respect Diverse Talents and Ways of Learning In my role as the instructor for the 'Strategies for Effective Teaching' course, I introduced a distinctive teaching approach centered on the use of a Choice Board to enable personalized learning experiences. This approach was tailored to the course's unique objectives and content. Here's how I executed this strategy: Choice Board Creation: The foundation of this approach was the development of a carefully designed Choice Board. This Choice Board presented students with a grid of nine diverse activities, each intimately linked to the subject matter and the course's learning objectives. Interest and Strengths Assessment: To kickstart this personalized learning journey, I encouraged students to embark on a self-discovery process. They assessed their personal interests and strengths using a variety of tools, including surveys, selfassessments, and one-on-one discussions. Introduction to the Choice Board: The introduction of the Choice Board was a pivotal moment in the course. Students were informed that it presented a spectrum of learning opportunities intricately tied to the course content. I underscored the point that they had the liberty to handpick activities that genuinely resonated with their individual interests and strengths. Selection Process: Empowering students to make choices was fundamental to this approach. Each student was granted the autonomy to select a specific number of activities from the Choice Board. The primary goal was for them to choose options that deeply engaged their interests and effectively leveraged their strengths. Customized Learning Paths: I worked closely with each student to delve into their selections. Together, we crafted a personalized learning plan by combining their chosen activities into a coherent and meaningful learning journey. Resource Selection: As students delved into their chosen activities, they were encouraged to select learning resources that best supported their unique learning pathways. These resources encompassed textbooks, articles, videos, or any relevant materials that enhanced their personalized learning journey. Progress Check-Ins: To ensure that students received continuous support, I scheduled regular check-in sessions. These sessions served as opportunities to evaluate each student's progress on their personalized learning path. I offered guidance, addressed questions, and provided additional resources as deemed necessary. Project Development: As students engaged with their selected activities, they were tasked with creating projects, presentations, papers, or other deliverables. These were required to align with their personalized learning paths and the course's learning objectives. Peer Sharing: The approach was not solitary but inherently collaborative. I organized sessions where students could share their personalized projects and experiences with their peers. These sessions not only promoted knowledge exchange but also allowed students to learn from each other's unique perspectives. Reflective Assessment: At the conclusion of the assignment, students were tasked with writing reflective essays or reports. In these reflections, they examined their learning journey, the alignment of their projects with their interests and strengths, and how the personalized Choice Board approach influenced their understanding of the course material. This teaching approach in 'Strategies for Effective Teaching' had a twofold purpose: to promote active engagement and to facilitate personalized learning experiences. It empowered students to take ownership of their learning by selecting activities that were inherently aligned with their interests and goals. The Choice Board method not only encouraged students to explore and practice effective teaching strategies but also enhanced their comprehension of the subject matter. Furthermore, it instilled a profound sense of autonomy in their learning process.