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ITLE - Teaching & Learning Support

Oklahoma State University

Teaching Tip Videos

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  • 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.

  • Classroom Assessment Techniques: Overview   -   PDF
    Classroom Assessment Techniques are a collection of strategies designed to help instructors collect systematic feedback regarding student learning.

  • Classroom Assessment Techniques: Getting Started   -   PDF
    A Classroom Assessment Technique is a specific procedure or activity designed to help you gather useful data regarding student learning, and there are a wealth of classroom assessments from which you could choose to utilize in your course.

  • Classroom Assessment Techniques: The Caveats   -   PDF
    Consider five important ideas when utilizing Classroom Assessment Techniques.

  • Classroom Assessment Techniques: Minute Paper   -   PDF
    The Minute Paper is perhaps the most commonly used Classroom Assessment Technique. Sometimes referred to as the "One-Minute Paper" or the "Half Sheet Response"—the Minute Paper is a quick and easy way to collect written feedback on student learning.

  • Classroom Assessment Techniques: Muddiest Point   -   PDF
    Muddiest Point is considered one of the simpler Classroom Assessment Techniques. It requires little preparation on the part of the instructor, yet it yields a wealth of information. It works particularly well in large, lower division courses where a significant amount of new information is presented.

  • Classroom Assessment Techniques: One-Sentence Summary   -   PDF
    One-Sentence Summary is a technique that requires students to synthesize information into a single sentence. This strategy gives students practice in "chunking" information and provides instructors the opportunity to scan and compare responses quickly.

  • Classroom Assessment Techniques: Applications Card   -   PDF
    The Applications Card is a quick and easy assessment technique that encourages students to think about the broader relevance of course content. It provides a mechanism for linking theory and practice, and these links strengthen the mental connections that result in significant learning. In addition, it is easily adapted to a variety of class types and sizes.

  • Classroom Assessment Techniques: Directed Paraphrasing   -   PDF
    Directed Paraphrasing is a technique that forces instructors and students to consider the wider relevance of content. Particularly useful for fields that require experts to translate specialized information in a way that clients or customers will understand, this technique is a worthwhile scaffold for helping students develop such skills.

  • Classroom Assessment Techniques: Problem Recognition Tasks   -   PDF
    Experts in a field have much more complex mental structures than novices who are encountering content for the first time. For experts, recognizing a particular type of problem often feels as if it comes naturally; it has become second nature. This task is much more difficult for novice learners. It is often difficult for students to determine which problems are best solved by which methods. Problem Recognition Tasks help students master this challenging type of work. This Classroom Assessment Technique also pushes students to think more generally, as opposed to seeing problems as a myriad of isolated types.

Contact ITLE

For additional information please email kdickey@okstate.edu or gina.morris@okstate.edu.