Informed Teaching
Effective teachers implement a variety of evidence-based instructional practices to best support student learning and students’ 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 High Impact Practices when appropriate. |
| Implements a variety of evidence-based instructional practices informed by the science of learning 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 students. |
| 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. TILT). |
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).