EFFECTIVE TEACHING STRATEGIES
IN HIGHER EDUCATION
Murat Dagistan, Curriculum & Instruction PhD
Colleen Dragovich, Educational Psychology PhD
Kent State University
Purpose
• This workshop simply aims to present an
overview of important concepts about
teaching and their theoretical
development.
• Also discussed will be how those theories
are integrated in higher education for a
more effective teaching.
• We hope to present inspiring and
thought-provoking theories and methods
for improving effectiveness of teaching.
Overview
• Important Concepts about
Learning
• The Four Aces of Effective
Teaching
• Engaging Students with ProjectBased Learning
• Things to Remember
Discussion
• What are your impressions of lectures and
discussions from your undergraduate courses?
• What are some strategies you enjoyed?
Disliked?
• Name a memorable lecture or discussion.
What did you learn from it or like most?
Behaviorism
Basic Assumptions
• Behaviorism is primarily concerned with
measuring and manipulating observable behavior,
as opposed to (internal) cognitive processes.
• Mechanical drills or repetition is the key to
achieve learning or familiarity with the subject
matter being studied.
• Behavior is based on a stimulus – response
relationship.
• Behavior is determined by the environment.
Conditioning is a key behavior in learning.
Social Learning Theory
This approach focuses on the importance of social
context in learning, and the idea that learning can
occur via observation and modeling, without direct
instruction or reinforcement. Further, learning can
occur via the observation of reward and
punishment being used on others.
Most importantly, the learner is not a passive
recipient of information to be molded, but rather
an active participant in shaping the learning
context - the behaviors, cognitions, and
environment.
Social Development Theory
This theoretical framework emphasizes the influence of
social contexts in the advances in the levels of knowing.
The key to learning are the social influences on cognitive
development. This is where curiosity and the desire to
learn play a big part.
The most important learning occurs through social
interaction with a skillful tutor. This tutor can be a
parent, teacher, mentor, or peers.
A model to explain how this occurs is as such: the student
attempts to understand the actions or instructions
provided by the tutor, then they internalize the
information and use it to guide or regulate their own
performance.
Eclecticism
Eclecticism is a pedagogical approach which rejects
embracing a single method or set of assumptions for a
more complete pedagogy that draws upon multiple
theories, styles, or ideas to gain complementary insights
into a subject.
This theoretical approach has always been criticized for
lack of consistency in terms of thinking, method or
applicability. However, whenever one single theory is not
sufficient, eclecticism appears as an alternative path to
follow.
Dependent upon the subject matter being taught in your
class, you may tend to engage students with project-based
learning, modeling, or scaffolding to provide the students
with different forms of input.
Autonomous Learning
There are multiple ways to view autonomy - it can be
defined as a personality trait, as a motive for making
educational change, or as a political tool.
For example:
● “Autonomy is the ability to take charge of one's own
learning” (Henri Holec, 1981)
● “Autonomy is essentially a matter of the learner's
psychological relation to the process and content of
learning” (David Little, 1991)
● “Autonomy is a situation in which the learner is
totally responsible for all the decisions concerned
with his [or her] learning and the implementation of
those decisions” (Leslie Dickinson, 1991)
● “Autonomy is a recognition of the rights of learners
within educational systems” (Phil Benson, 1997)
Autonomous Learning
The demonstrative characteristics associated with
autonomous learning are resourcefulness, initiative, and
persistence.
A proposed causal path for developing autonomy:
Anticipate Future Rewards → Prioritize Learning Over
Nonlearning → Choose Learning Over Nonlearning →
Solve Problems That Interfere With Learning →
Persistence
Therefore, provide opportunities for students to be
engaged in learning so they can choose learning over
nonlearning. Also provide them with answers to their
problems that interfere with learning.
The Four Aces of
Effective Teaching
The Four Aces summarize the most prevalent
recommendations from the teachingeffectiveness research literature. They are the
strongest links between what teachers can do
and the learning that students achieve.
Student learning is better, faster, and/or more
long-lasting when teachers are able to utilize
them.
The Four Aces of
Effective Teaching
The Four Aces represent a consolidated way of
thinking about the "process" of teaching
(instruction) as it influences the "product"
(student learning).
– Ace 1: Outcomes
– Ace 2: Clarity
– Ace 3: Engagement
– Ace 4: Enthusiasm
Engaging Students with
Project-Based Learning
Projects are organized around a driving question,
and students participate in a variety of tasks that
seek to meaningfully address this question.
Effective project-based learning requires:
• complex tasks, based on challenging questions or
problems
• involve students in design, problem-solving,
decision making, or investigative activities
• give students the opportunity to work relatively
autonomously over extended periods of time
• and culminate in realistic products or
presentations
Engaging Students with
Project-Based Learning
In order to create effective project-based
learning units, use the following guidelines:
● Begin with the end in mind and plan for
this end result.
● Craft the driving question; select and
refine a central question.
● Plan the assessment and define outcomes
and assessment criteria.
● Map the project: Decide how to structure
the project.
● Manage the process: Find tools and
strategies for successful projects.
Things to Remember for Teaching
Lectures and Discussions
Lectures
Discussions
• Prep lecture notes with
important points/ideas
• Review your material
before class
• Be aware of body
language/class response
• Ask questions to keep
students engaged
• Summarize lecture
• Establish ground rules
beforehand
• Prep handout of
questions and key
points
• Vary your technique
• Facilitate
progression/mingle
with groups
• Summarize key points
“The mediocre teacher tells. The good teacher explains. The superior
teacher demonstrates. The great teacher inspires.”
― William Arthur Ward
Questions?
Colleen Dragovich - cdragovi@kent.edu
Murat Dagistan - mdagista@kent.edu
Resources
• Benson, P. (1997). The philosophy and politics of learner autonomy. In P. Benson & P. Voller (Eds.),
Autonomy and independence in language learning (pp. 18 -34). London: Longman.
• Bulger, S. M., Mohr, D. J., & Walls, R. T. (2002). Stack the deck in favor of your students by using the
four aces of effective teaching. Journal of Effective Teaching, 5 (2).
• Dickinson, L. (1987). Self-instruction in language learning. Cambridge: Cambridge University Press.
• Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon. (First published 1979,
Strasbourg: Council of Europe).
• Ryan, R. M, & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation,
social development, and well-being. American Psychologist, Vol 55 (1), Jan 2000, 68-78.
• Skinner, B.F. (1938). The behavior of organisms. New York: Appleton-Century-Crofts.
• Thanasoulas, Dimitrios. (2000). What is learner autonomy and how can it be fostered? The Internet
TESL Journal, 6 (11). Retrieved http://iteslj.org/Articles/Thanasoulas-Autonomy.html
• Thomas, J. (2000). A Review of the Research on Project-Based Learning. The Autodesk Foundation.
For further information, feel free to visit these websites:
Fostering Autonomous Learners - http://www.apa.org/education/k12/learners.aspx
Project-Based Learning - http://www.learnnc.org/lp/pages/4753