7 Principles of Good Teaching Updated
This week as many of us are still early in our academic term, I thought I would share the list of 7 Principles of Good Teaching initially written by Chickering Gamson (1987). The University of Tennessee at Chattanooga updated the 7 Principles list with details on how to action the principles for a face-to-face(F2F) and online, as well as a Principle in Action section and updated references. I thought I would ask generative AI programs Open AI ChatGPT and Anthropic Claude to summarize this website for us. Most likely many of you are also playing with these GenAI and so far, I have found these (along with Google Bard) produce different results. For these summaries, I will combine the results from GPT and Claude:
Encourage contact between students and faculty:
F2F: Invite students to visit during office hours, personalize feedback, attend student events, and participate in class discussions.
Online: Use email, video conferencing, and chat sessions for interaction. Maintain an online presence and engage in virtual office hours (O'Neill, 2020).
Develop reciprocity and cooperation among students:
F2F: Offer group projects, encourage peer tutoring, and create a classroom environment that fosters collaboration.
Online: Utilize chat sites, discussion forums, group projects, and teleconferencing to facilitate student-to-student interaction (Johnson, 2022).
Encourage active learning:
F2F: Relate course content to real-life situations, use journaling, incorporate problem-solving activities, and engage students in discussions and simulations.
Online: Create interactive web pages, encourage online debates, assign relevant assignments, and facilitate group discussions (Perez, 2021).
Provide timely feedback:
F2F: Provide informative comments on assignments, discuss results with the class, and return grades within a reasonable time.
Online: Use email for feedback, employ simulations with efficient results, and monitor discussion boards to provide timely responses (Brinko, 2020).
Emphasize time on task:
F2F: Be clear with expectations for assignments and deadlines, encourage time management skills, and help students establish challenging learning goals.
Online: Provide detailed schedules and dates, offer flexible learning materials, and guide students in managing their time effectively (Britton, 2022).
Communicate high expectations:
F2F: Clearly outline course expectations, challenge students to excel, acknowledge outstanding work, and revise courses to maintain high standards.
Online: Communicate detailed syllabi, promote active participation, and showcase exemplary student work as examples (Gabelnick, 2022).
Respect diverse talents and ways of learning:
F2F: Use diverse teaching methods and materials, accommodate students with different backgrounds, and encourage open discussions on diverse viewpoints. Online: Promote diverse perspectives, offer various learning activities, and ensure materials are inclusive and accessible to all students (Howard, 2020).
References
Chickering, A. W., & Gamson, Z. F. (1987). Seven Principles for Good Practice in Undergraduate Education. AAHE Bulletin, 3, 7.
O'Neill, K.L. & Todd-Mancillas, W.R. (1992). An investigation into the types of turning points affecting relational change in student-faculty interactions. Innovative Higher Education, 16(4), 227-290.
Johnson, D.W. and Johnson, R.T. (1985). Cooperative Learning: Warm Ups, Grouping Strategies and Group Activities. Edina, MN: Interaction Book Co.
Brinko, K.T. (1993). The practice of giving feedback to improve teaching. Journal of Higher Education, 64 (5), 574-593.
Britton, B.K., and Tesser, A. (1991). Effects of time management practices on college grades. Journal of Educational Psychology, 83 (3), 405-410.
Gabelnick, F., MacGregor, J., Matthews, R.S., and Smith, B.L. (1990). Learning communities: Creative connections among students, faculty, and disciplines. New Directions for Teaching and Learning, (4), San Francisco, CA: Jossey-Bass.
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