Effective Teaching and Quality Instruction Matrix Page 1 of 3

Effective Teaching and Quality Instruction Matrix

David Peter Director, Center for Teaching and Learning

Vincennes University Created October 10, 2007, Last Updated January 11, 2008

Chickering and Gamson (1987) Research Support Instructional Strategy Encourages contacts between students and faculty (Chickering and Gamson, 1987).

Positive student-teacher interaction significantly promotes learning (Angelo, 1993).

Provide opportunities for office hours, include group work or opportunities for students to work together on a project or assignment.

Regular contact with students impacts learning and academic achievement (McClenney, 2004).

Provide contact throughout the course term, from the initial meeting, to scheduled and unscheduled contacts.

Develops reciprocity and cooperation among students (Chickering and Gamson, 1987).

Teamwork increases active involvement (Education Commission of the States, 1995).

Encourage and foster collaborative and cooperative assignments.

Belonging to a community of learners can influence persistence, learning, and satisfaction (Twigg, 2003).

Create a learning community centered around a common topic, theme and provide guidance as the community develops and matures.

Collaboration and cooperation enhance problem solving skills, written and oral communication skills (McClenney, 2004).

Group work should be based on workplace issues, the “real world” issues where students must work together. Identify group work that extends the classroom.

Uses active learning techniques (Chickering and Gamson, 1987).

Students learn best with opportunities to actively exercise and demonstrate newly learned skills. (Education Commission of the States, 1995).

Students should be writing, speaking and actively demonstrating their learning.

Active learning is doing and thinking (Bonwell and Eison, 1991).

Student reflection on their work and peer reflection should be encouraged.

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Students learn more when they think about and apply what they are learning in different settings (McClenney, 2004).

Provide students opportunities to apply knowledge from one class to another. Encourage students to integrate, synthesize, analyze and evaluate other learning.

Gives prompt feedback (Chickering and Gamson, 1987).

Learning is enhanced when students know how they are performing (Education Commission of the States, 1995).

Provide feedback on all formal and informal class activities.

Learners need feedback to learn well (Angelo, 1993).

Structure the feedback to encourage the students to learn more and critique their own work.

Emphasizes time on task (Chickering and Gamson, 1987).

More time spent learning will result in more being learned (Education Commission of the States, 1995).

Provide clear, concise directions to students.

Students' own behaviors contribute significantly to their learning and ultimately their educational goals (McClenney, 2004).

Encourage and acknowledge meeting deadlines, submitting assignments early.

Communicates high expectations (Chickering and Gamson, 1987).

Students learn more effectively with high and attainable expectations (Education Commission of the States, 1995).

Set the class goals high, and provide the necessary resources for students to achieve them.

Learning is more effective and efficient when goals are clearly communicated (Angelo, 1993).

Course goals should always be clearly communicated to students along with rewards for exceeding them, and results if they are not met.

High expectations encourage high achievement (Angelo, 1993).

Include activities that focus on higher order activities, such as synthesis, analysis, and evaluation.

Respects diverse talents and ways of learning (Chickering and Gamson, 1987).

Student learning is based on challenging intellectual and creative work (McClenney, 2004).

Course work should challenge students to learn more and at a higher level.

Students feel a greater sense of connection to the program and institution with personal interactions with faculty members (McClenney, 2004).

Understand student academic and career goals and providing learning activities that are compatible with them.

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Students perform better and are more satisfied when colleges are committed to their success (McClenney, 2004).

Model success for students and provide assistance or support for those who are struggling for success.

References

Angelo, T. (1993). "A teacher's dozen: Fourteen general, research-based principles for improving higher learning in our classrooms."

American Association for Higher Education Bulletin, 45(8), 3-7, 13.

Bonwell, C., & Eison, J. (1991). Active learning: Creating excitement in the classroom. (ERIC Document Reproduction Service No.

ED340272).

Chickering, A., & Gamson, Z. (1987). "Seven principles for good practice in undergraduate education." American Association for

Higher Education Bulletin, 39(7), p. 3-7.

Education Commission of the States. (1995). Making quality count in undergraduate education: A report for the ECS chairman's

'quality counts' agenda in higher education. Denver, CO: ECS Distribution Center. (ERIC Document Reproduction Service No. ED388208).

McClenney, K. (2004). "Redefining quality in community colleges." Change, 36(6), 16-21. Retrieved October 6, 2006 from ProQuest

database (Accession No.: 756263741).

Twigg, C. (2003). "Improving quality and reducing cost: Designs for effective learning." Change, 35(4), pp. 23-29.