Beneficial information for those new to teaching or new to using a general education classroom on the OSU-Stillwater campus.
General Usage Classrooms - PDF
An overview of the technology—and the ways to navigate it—in OSU’s general usage classrooms.
Communicating Course Outcomes to Students - PDF
Making course outcomes clear to students helps everyone stay on track.
Learner-Centered Syllabus - PDF
The language and tone of the syllabus create a first impression of the course. A learner-centered syllabus conveys a sense that both instructor and students are responsible for making the semester successful.
Developing a Teaching Persona: Your First Day of Class - PDF
As you prepare for the semester, be sure to consider the importance of the first day of class. Starting on a positive, professional note sets the tone for the class sessions that follow.
Preparing a Lesson, Part 1 - PDF
Planning for effective instruction involves asking yourself important questions about course goals, organization of experiences, student practice, and evidence of learning.
Preparing a Lesson, Part 2 - PDF
How does purposeful planning affect a typical 50-minute class session? This video illustrates how consideration of course goals, student experiences, and assessment helps sharpen the focus on student learning.
Helping Students Develop Higher-Order Thinking Skills - PDF
Bloom’s Taxonomy illustrates a hierarchy of cognitive processes, and is often an underlying component of educational work. This taxonomy is a valuable resource that can help instructors align lectures, assignments, and exams with course goals.
Remind yourself of a forgotten teaching strategy or learn a new strategy that you can use right away.
Learning Students’ Names - PDF
Learning students’ names is a small thing that makes a big difference. Here are some strategies to make the process easier.
Taking Attendance with Microsoft Office - PDF
Learn how to use Microsoft Office Forms, Smartphones, and QR Codes to take attendance in a face-to-face class. The process is simple, takes little class time, and is applicable to all class sizes.
Beginning a Lesson: Establishing Relevance - PDF
Increase student motivation by rethinking the way you introduce the day’s lesson.
During a Lesson: Engaging Students - PDF
Variability during a lesson increases student engagement and results in greater retention of content.
Closing a Lesson: Purposeful Conclusions - PDF
Make the most of the final minutes of class by being purposeful in your closure.
Delivering an Effective Lecture - PDF
Use active lecture breaks to help students process important course content during class.
Think-Pair-Share - PDF
Transform the way your students participate in class by engaging them in rich discussion. This three-phase process can be used to review older content, brainstorm new ideas, or debrief learning at the end of a lesson.
Effective Exam Review - PDF
Provide an exam review that engages students but requires minimal preparation on the part of the instructor.
Wrapping up the Semester - PDF
Reflection of course content promotes internalization of key concepts. As the semester nears the end, set aside some class time to encourage student reflection of overall course content.
Apply the research concerning teaching and learning to the courses you teach.
Experts and Novices: Connections Make the Difference - PDF
As experts, instructors create and maintain a complex mental network of important facts, concepts, and procedures related to their content area. Learn strategies for helping novice learners make the same important connections.
Benefits of Midcourse Evaluations - PDF
Gathering feedback using midcourse evaluations benefits both instructors and students. Considering feedback at the midpoint of a course allows instructors to assess student needs and make real-time adjustments.
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