Before one can think about teaching effectiveness, one has to have an understanding of how learners learn. I, therefore, encourage all educators to read about current theories on human learning. I view human learning through a human constructivist lens, with a shade of social constructivism, also. I recommend the National Research Council's How People Learn, Bransford, Brown & Cocking (Eds), National Academies Press. It is available online for free at Book How People Learn: Brain, Mind, Experience, and School: Expan...
. With an understanding of the 7 principles of human learning, educators can then begin to design curricula and learning activities that facilitate learner meaningful learning.
Dear Suhail
It all depends on what the aims of education and teaching are. It seems to me that, in common with the school effectiveness movement, the notion of 'teacher effectiveness' can easily be seen as a tool of social control (of teacher's labour) and conformity.
Best wishes
Glenn
Dear Suhail,
It is a very broad question. But I will risk by saying that it all depends on what you intend to concentrate. Is it the students, the materials, the curriculum, the methodology, the contents, the specific areas of knowledge. How about the students themselves? Do they intevene in the curriculum design or not al all? These would be considerations that will help delimit your question.
Mi five cents
Jorge
One way to define Effectiveness is the degree to which Customer satisfaction is met. Who is the Customer ?. One group say it is not students but society. Teaching effectiveness is giving the Wellbeingness, Happiness to society. Cultivating in students the chemistry to do good to others will be high level of teaching effectiveness. start the day and end the day withPeace and Thanks.
Before one can think about teaching effectiveness, one has to have an understanding of how learners learn. I, therefore, encourage all educators to read about current theories on human learning. I view human learning through a human constructivist lens, with a shade of social constructivism, also. I recommend the National Research Council's How People Learn, Bransford, Brown & Cocking (Eds), National Academies Press. It is available online for free at Book How People Learn: Brain, Mind, Experience, and School: Expan...
. With an understanding of the 7 principles of human learning, educators can then begin to design curricula and learning activities that facilitate learner meaningful learning.
Una respuesta también general y nunca completa por la complejidad y extensión del asunto. Nadie forma profesores para la educación superior, bajo esta premisa debemos pensar primero en que los docentes tengan un dominio amplio y profundo de los contenidos que enseñan y se asocian a las funciones profesionales de los futuros egresados, por aquello de que nadie puede dar lo que no tiene, en segundo lugar el dominio básico de la teoría y metodología de la pedagogía, la didáctica, el curriculo y las denominadas ciencias de la educación, un dominio necesario y suficiente, para hace posible la efectividad del proceso de enseñanza aprendizaje; después, se podrían apuntar muchas cosas que inciden más directa o indirectamente sobre el proceso de formación.
In public health, it must have theoretical approaches, which guarantee the measurement of the effectiveness of higher education.
Dear Suhail,
Whichever way we look at it, as long as we practice humanistic way of education and strive to create value in the lives of students, we shall always think of new ways to connect with the students. Because the ultimate aim of effective teaching is TRANSFORMATION in the lives of students through knowledge, exposure, learning and growth.
I agree with Reeti Kulshrestha and Richard Iuli. I'd also add that ne of the ways that we can help develop teaching effectiveness is to encourage faculty to view students holistically. Students need more than quality instruction. We need to set up the learning environment to foster learning mindsets and student agency. And, we need to provide instruction in the ways students learn.
Here are some resources that I have found useful:
- https://www.competencyworks.org/analysis/mindsets-and-student-agency/
- http://mindsetscholarsnetwork.org/
- https://www.retrievalpractice.org/
- http://www.learningscientists.org/
Catharine Ozols makes a vitally important point - learners must develop a mindset to want to learn meaningfully. No matter how well an educational experience is constructed and implemented, a student must have the mindset to learn. If they do not, then they will not learn, regardless of the quality of the experience.
Teacher effectiveness at any level of education must be contingent on the teacher’s willingness to consider the student’s ability to express their thoughts and experiences without ridicule or the dismissal of relevance to the perspective subject being studied. At the point of higher learning students should have the uncompromised right and confidence to inject ideas and hypotheses that they view as important to course discussions on the issues and problems at hand.
Too many instructors at the higher education level tend to interject their opinions and methods in the lectures or implementation of important concepts, thereby, denying students the opportunity to develop self-confidence and the ability to think critically without being coerced. Today’s higher education institutions must be careful not to become schools of indoctrination as opposed to institutions of higher education. Thoughts and references that do not resonate with the knowledge and experience of the individual learner is less likely to effectively capture the interest or produce the student’s best work effort.
Educators must educate and not indoctrinate. Guide students to use inquiry-based strategies to formulate appropriate questions followed by evidence-based answers. The number one indicator of the level of student knowledge is shown by their ability to apply what they know_ void of mimicking the key points from teacher-centered lectures and textbook demonstrations. An effective teacher teaches students how to think, Not what to think.
Dear Suhail,
Developing effectiveness in HE is dependant on many factors including content and professional knowledge, adopting a variety of teaching and learning approaches, encouraging teacher and students' reflection, ensuring constructive alignment of content, teaching delivery and assessment and providing effective feedback. See whether some of these papers help.
Article The criteria of effective teaching in a changing higher educ...
http://www.isetl.org/ijtlhe/pdf/IJTLHE642.pdf
https://files.eric.ed.gov/fulltext/EJ1182179.pdf
Article Effective Teaching Methods in Higher Education: Requirements...
We offer continuous professional development for all our teaching staff. From formative assessment strategies to how to prepare effective tutorials, at least once a semester teaching staff gather together to learn together.
Consider the background of the students prior knowledge and socio-cultural issues that bring to the classroom which may be different from the university's artefacts. Knowledge of students' background can assist in applying the correct strategies and creating a transformative learning environment.
What about nosogogy? When people must learn due to illness and treatment in a time of stress and crisis?
In my opinion, there is no specific scale to measure effectiveness of Teaching as well as stratgey to develop effectivness of teaching. The only way to devlope effectiveness is highly related with teacher's concern. The one who more concern & curious about Teaching, can devlope more effectiveness.
The term effectiveness influences the form one values teaching. A teacher can aid in learning always. Even when he himself is an obstacle. How effective is this teacher in being at what he aims the students to achieve?
Let's first define what we mean by effectiveness exactly. And then we can think of ways to make any teaching practice more effective.
In addition to the information given by other colleagues on this discussion. The teacher should adopt a learners' centred approach.
Should make use of relevant teaching aids/instructional materials among others.
Higher education requires special techniques of teaching in order to be an effective teacher. Most importantly, being competent is a crucial issue.
Dear Suhail Mohammad Ghouse,
If you want to have effective teaching, have effective teachers. I agree with both Reeti Kulshrestha and Emily Kenny, above, and I also think teachers have to understand what teaching and learning are about and have to communicate well. What is the use of a great engineer if he can't communicate engineering to his students? In HE, we have to educate the technical, the critic, the ethical and the creative aspects, among others, of the future professional; also, provide scaffolding, if necessary. Though my thesis is in Applied Linguistics, the results I came about are interesting - you can read only the concluion: "Professional identity construction of college Language students: diary practices and teacher education"; my thesis is here at RG. There is also the thesis of a dear friend, Maria José Milharezi Abud, that talks about professors and their qualitiy traits. I think both can help you you find some more answers - and formulate further questions!!!
Best regards!
May be you can tray the blender learning. I beliave it can solve the problem
teaching effectiveness can be enhanced by adopting teaching strategies and concerned pedagogy.
evaluate ur teaching inputs , measure ur target audience i.e. students , output of ur strategies and learning tools & techniques, outcome and last but not least impact on ur target audience.
To develop effective teaching for higher Education is based by post participation approach
I think you must know first the needs of the students ,make use of instructional materials suited to their age level, know what they want to motivate them and make everyday session a lively one.
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