14 Principles For Good Teaching.

Thomas Angelo (1993) identifies 14 principles for good teaching :

Principle

Use In Classroom

Students are actively engaged in learning

Students teach other students, collaborate, hands-on work, and are motivated by the teacher.

Teacher focuses attention by making it clear what is to be learned and the priorities of subject elements.

Teacher tells students initially what they are going to learn and why it is important for them to know the material.

Teacher sets high, but realistic goals

Some of these goals are formulated from test data and your assessment of student knowledge.

Teacher meaningfullly connects new information with prior knowledge

"Yesterday we learned about primary and secondary colors. Today we are going to use what we've learned by ______."

Teacher helps students unlearn erroneous knowledge and bias

The teacher assesses the success of the lesson and then reteaches if necessary.

Teacher organizes subject content in meaningful ways that are personally and academically appropriate, and is aware of their own learning style (metacognition)

Sometimes the organization of subject matter changes dynamically as the teacher teaches. Each group of students is different.

Teacher gives timely and specific feedback to students.

The teacher roams the room and looks over the student's shoulder to make sure they understand and then gives immediate feedback. Examination results are reviewed and retaught if needed.

Teacher knows in advance the standards to be used in assessment and evaluation, and the nature of that assessment.

The teacher hands out the rubric for the lesson ahead of time so students know exactly what constitutes an "A."

Teacher invests adequate time and quality with a focused effort.

The teacher plans for a longer lesson, and then shortens it by priorities if students need more time.

Teacher finds real-world applications in many contexts so that students transfer what they are learning.

"If you become an art director, you will need to have thorough knowledge of the elements of design."

Teacher perceives and adopts high expectations of achievement.

Let students know your expectations and ask them what they expect from the course.

Teacher balances instruction so that all learners are challenged.

Because novice learners need more time, give more challenging material to high achievers while you spend more time with remediation.

Teacher clearly perceives the value in what is to be learned.

Explain to students why it is important to know the material. The value of the material should also motivate both students and teacher.

Teacher interacts frequently with learners and other teachers.

Learn students' names, ask them all engaging questions, and collaborate with successful teachers.