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ITLE - Teaching & Learning Support

Oklahoma State University

Teaching Tip Videos

Video Categories

  • 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.

  • 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.

  • 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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