scholarly journals PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes

2015 ◽  
Vol 14 (2) ◽  
pp. ar23 ◽  
Author(s):  
Sarah L. Eddy ◽  
Mercedes Converse ◽  
Mary Pat Wenderoth
Keyword(s):  
Adult Learners ◽  
Active Learning ◽  
Best Practices ◽  
Teaching Practices ◽  
Research Literature ◽  
Learning Goals ◽  
Evidence Based ◽  
College Age ◽  
Specific Feedback ◽  
And Mathematics

There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to increase student outcomes related to achievement, logic development, or other relevant learning goals with college-age students. Thus, this tool both clarifies the research-supported elements of best practices for instructor implementation of active learning in the classroom setting and measures instructors’ alignment with these practices. We describe how we reviewed the discipline-based education research literature to identify best practices in active learning for adult learners in the classroom and used these results to develop an observation tool (Practical Observation Rubric To Assess Active Learning, or PORTAAL) that documents the extent to which instructors incorporate these practices into their classrooms. We then use PORTAAL to explore the classroom practices of 25 introductory biology instructors who employ some form of active learning. Overall, PORTAAL documents how well aligned classrooms are with research-supported best practices for active learning and provides specific feedback and guidance to instructors to allow them to identify what they do well and what could be improved.

Integrated Accounting Principles: A Best Practices Course for Introductory Accounting

2011 ◽  
Vol 27 (1) ◽  
pp. 247-266 ◽  
Author(s):  
D. Lee Warren ◽  
Marilyn N. Young
Keyword(s):  
Active Learning ◽  
Best Practices ◽  
Learning Strategies ◽  
Learning Goals ◽  
Accounting Profession ◽  
Business Press ◽  
Accounting Principles ◽  
Introductory Accounting ◽  
Innovative Learning ◽  
High Level

ABSTRACT For many years, the accounting profession has encouraged accounting educators to rethink the introductory accounting principles courses. In response, accounting educators have developed strategies for enhancing the first courses, including: a new sequence for the course topics, active learning pedagogies, an emphasis on critical thinking, use of simulations, use of articles from the business press, and a reduced emphasis on debits and credits. Individually, each of these innovations moves us closer to the ideal course envisioned by the leaders in the profession, but what if all of these innovations were combined into the learning goals of a single principles course? The purpose of this paper is to describe a best practices course entitled “Integrated Accounting Principles” (IAP). This course focuses on accounting knowledge and skills development in the learning goals, and is taught with an active learning pedagogy in a six-hour format. This course draws on many innovative learning strategies from the accounting and education literature, as well as a few new and adapted tactics. In addition, the course is aligned with the goals outlined by the accounting profession and encourages a high level of student engagement.

scholarly journals Contextualizing communities in an instructional improvement initiative: exploring STEM faculty engagement in teaching-related conversations

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Ellen Marie Aster ◽  
Jana Bouwma-Gearhart ◽  
Kathleen Quardokus Fisher
Keyword(s):  
Teaching Practices ◽  
Administrative Support ◽  
Instructional Improvement ◽  
Faculty Members ◽  
Faculty Engagement ◽  
Evidence Based ◽  
Science Technology ◽  
Stem Faculty ◽  
And Mathematics

AbstractA frequently cited strategy for fostering science, technology, engineering, and mathematics (STEM) instructional improvements is creating communities where faculty can share and learn evidence-based teaching practices. Despite research-documented benefits, little is known about why (and with whom) faculty engage in teaching-related conversations, including those fostered by initiative communities. We explored how STEM faculty engage in teaching-related conversations, via analysis of faculty interviews and discussion networks, to identify factors potentially influencing teaching-related conversations over the life of an initiative. Our results suggest aspects that might inhibit STEM faculty from engaging in teaching-related conversations, including: 1) faculty members’ autonomy with teaching practices; 2) faculty members’ varied interests in teaching improvements; 3) varied degrees of support to engage in teaching-related conversations; and 4) a lack of inclusive and non-judgmental spaces to talk about teaching. We suggest that those fostering STEM faculty communities consider working with others across the institution to map the instructional improvement opportunities faculty may already take part in and attend to areas lacking support. Initiative leaders and designers should also elicit and build off faculty members’ teaching-related knowledge and concerns. We further suggest making conversational spaces inclusive and safe, to help faculty honestly share teaching-related challenges and insights. We recommend creating and fostering spaces that bring faculty together across department boundaries. Our study echoes prior research by drawing attention to administrative support for instructional improvement initiatives, which can foster and sustain opportunities for faculty to talk about teaching and learn instructional improvements.

Making Assessment Meaningful, Measurable, and Manageable in the Secondary Music Classroom

2019 ◽  
pp. 324-350
Author(s):  
Paul Kimpton ◽  
Ann Kimpton
Keyword(s):  
Best Practices ◽  
Music Educators ◽  
Assessment Process ◽  
Learning Goals ◽  
Classroom Teachers ◽  
Music Classroom ◽  
Secondary Music ◽  
Specific Performance ◽  
Specific Feedback ◽  
Do So

The purpose of this chapter is to challenge secondary music educators to incorporate assessment best practices in creating music assessments that are meaningful, measurable, and manageable. To do so, music educators must recognize the commonalities between assessment of music and assessment of other disciplines. Assessments also should assess specific performance, written theory, and listening theory skills that directly relate to the music being taught in the classroom. Teachers then will be able to identify individual and ensemble strengths and weaknesses, share visual displays of data, provide specific feedback, and adjust instruction accordingly. Additionally, students must be involved in the assessment process by being given opportunities to self-assess and peer assess, articulate and/or demonstrate standards, set and adjust learning goals, and reflect on progress. As a result of rethinking assessment in the music classroom, music educators have the opportunity to strengthen music’s role as a valuable curricular subject in US schools.

Optimizing favorable outcomes when counseling the gifted: A best practices approach

2020 ◽  
pp. 026142942096991
Author(s):  
Steven I Pfeiffer
Keyword(s):  
Best Practices ◽  
Group Counseling ◽  
Progress Monitoring ◽  
Child Psychotherapy ◽  
Gifted Students ◽  
Research Literature ◽  
Clinical Psychologist ◽  
Gifted Children ◽  
Evidence Based ◽  
Strength Based

This article provides an integration of the empirical research literature on child psychotherapy and what the author has gleaned, first hand, in counseling work with gifted children and youth, and their families, over his 40-year career as a clinical psychologist. The article focuses on best practices in counseling gifted students in a way that optimizes favorable outcomes. The article has application for preventive and early intervention work, as well as for individual and group counseling efforts. Four principles of evidence-based counseling are emphasized, including the pre-eminence of a common factors’ perspective in work with gifted clients. The article highlights the value of progress monitoring and incorporating a strength-based focus, and provides a clinical case to illustrate counseling work with a troubled gifted adolescent guided by evidence-based practice.

Simple Practice Doesn’t Always Make Perfect

2015 ◽  
Vol 2 (1) ◽  
pp. 24-32 ◽  
Author(s):  
Julie L. Booth ◽  
Kelly M. McGinn ◽  
Laura K. Young ◽  
Christina Barbieri
Keyword(s):  
Cognitive Science ◽  
Learning Process ◽  
Real World ◽  
Long Strings ◽  
Worked Examples ◽  
Learning Goals ◽  
Evidence Based ◽  
Science Technology ◽  
Functional Part ◽  
And Mathematics

Findings from the fields of cognitive science and cognitive development propose a variety of evidence-based principles for improving learning. One such recommendation is that instead of having students practice solving long strings of problems on their own after a lesson, worked-out examples of problem solutions should be incorporated into practice sessions in Science, Technology, Engineering, and Mathematics (STEM) classrooms. Research in scientific laboratories and real-world classrooms has also identified a number of methods for utilizing worked examples in lessons, including fading the examples; prompting self-explanation of the examples, including incorrect examples; and providing opportunities for students to compare multiple examples. Each of these methods has been shown to lend itself well to particular types of learning goals. Implications for education policy are discussed, including rethinking the ways in which STEM textbooks are constructed, finding ways to support educators in recognizing and implementing effective cognitive science–based pedagogical techniques, and changing the climate in classrooms to include the perception of errors as a functional part of the learning process.

scholarly journals Inclusive Teaching

2019 ◽  
Vol 18 (2) ◽  
pp. fe2 ◽  
Author(s):  
Bryan Dewsbury ◽  
Cynthia J. Brame
Keyword(s):  
Classroom Climate ◽  
Teaching Practices ◽  
Evidence Based ◽  
Self Awareness ◽  
Pedagogical Choices ◽  
Stem Faculty ◽  
Inclusive Teaching ◽  
And Gender ◽  
And Mathematics ◽  
National Networks

Over the past two decades, science, technology, engineering, and mathematics (STEM) faculty have been striving to make their teaching practices more inclusive and welcoming to the variety of students who enter college. However, many STEM faculty, even those at teaching-focused institutions, have been educated in a traditional environment that emphasizes research and may not include classroom teaching. This can produce a deficit in training that leaves many STEM faculty feeling uncertain about inclusive teaching practices and their essential undergirding principles. This essay describes an online, evidence-based teaching guide ( https://lse.ascb.org/evidence-based-teaching-guides/inclusive-teaching ) intended to help fill this gap, serving as a resource for science faculty as they work to become more inclusive, particular with regard to differences in race, ethnicity, and gender. The guide describes the importance of developing self-awareness and empathy for students as a precursor to considering classroom practices. It also explores the role of classroom climate before turning to pedagogical choices that can support students’ sense of belonging, competence, and interest in the course. Finally, the guide suggests that true inclusivity is a community effort and that instructors should leverage local and national networks to maximize student learning and inclusion. Each of these essential points is supported by summaries of and links to articles that can inform these choices. The guide also includes an instructor checklist that offers a concise summary of key points with actionable steps that can guide instructors as they work toward a more inclusive practice. We hope that the guide will provide value for both faculty who are just beginning to consider how to change their teaching practices and faculty seeking to enrich their current efforts.

scholarly journals A Framework of College Student Buy-in to Evidence-Based Teaching Practices in STEM: The Roles of Trust and Growth Mindset

2021 ◽  
Vol 20 (4) ◽  
pp. ar54
Author(s):  
Cong Wang ◽  
Andrew J. Cavanagh ◽  
Melanie Bauer ◽  
Philip M. Reeves ◽  
Julia C. Gill ◽  
...  
Keyword(s):  
Education Reform ◽  
Teaching Practices ◽  
Cognitive Factors ◽  
Evidence Based ◽  
College Science ◽  
Science Technology ◽  
Undergraduate Stem Education ◽  
The Social ◽  
And Mathematics ◽  
Stem Education Reform

This investigation tests a college science, technology, engineering, and mathematics (STEM) student buy-in framework and contributes to understanding the social and cognitive factors influencing students in evidence-based teaching contexts. Students’ level of commitment to instructors’ teaching practices can be key to attaining many desired student outcomes of undergraduate STEM education reform.

Basic Andragogy-Oriented Strategies and Communication in Online Education

2020 ◽  
Vol 26 (2) ◽  
pp. 350-356
Author(s):  
Anca Sîrbu
Keyword(s):  
Adult Learners ◽  
Online Education ◽  
Social Status ◽  
Rapid Onset ◽  
Learning Goals ◽  
The Novel ◽  
Academic Education ◽  
Online Instructors ◽  
New Methods ◽  
The World

AbstractWith the rapid onset of an unprecedented lifestyle due to the new coronavirus COVID-19 the world academic scene was forced to reform and adapt to the novel circumstances. Although online education cannot be regarded as a groundbreaking endeavour anymore in the21st century, its current character of exclusivity calls for deeper understanding of, and a sharper focus on the “end-consumer” thereof as well as more cautious procedures to be exercised while teaching. While millennials are no longer thought of as being born with a silver spoon in their mouth but with an iPad or any sort of device in their hand (irrespective of their social status), adults are more hesitant when coerced to alter course unexpectedly and turn to new methods of attaining their learning goals. This is why proper communicative approaches need to be thoroughly considered by online instructors. This article aims at presenting teachers with a set of strategies to employ when the beneficiaries of online academic education are adult learners.

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