Elements of Good Teaching

The students:
1. Learn. More specifically, students achieve the learning objectives for the
course or the particular session. Evidence that this is indeed happening could be,
for example, students who are able to work out problems, answer questions, or
participate in discussion in a meaningful way.
2. Learn how to learn on their own. This is much harder to document. Evidence
that students can (a) think outside the box, or (b) find information on their own, or
(c) tackle open-ended questions / problems, would certainly point towards lifelong
learning skills.
The teacher:
3. Has good rapport with the students. Listens carefully to students comments,
questions and answers and responds constructively. Treats all students in a
courteous and equitable manner. This is important because when students feel
comfortable with an instructor they are more likely to ask questions, seek help in class
or outside of class, and try harder to meet high expectations.
4. Is enthusiastic and able to stimulate interest in the subject. If the students
perceive the instructor is excited about his/her subject matter, they are more likely to
engage with the material in the course and get excited themselves.
5. Communicates high expectations of students and a belief that they can meet
those expectations.
6. Is well prepared. Evidence could be articulation of clear and measurable
learning objective(s) for the course or the session, appropriate use of visuals, well-
planned activities for the students, well-organized lecture, handouts, etc.
7. Uses a variety of methods to address the needs of students with different
learning styles. For example:
Shows real world applications of the material discussed (sensing, inductive,
global learners).
Shows pictures, schematics, graphs, sketches, hardware, or videos relating
to the material that is being presented (visual, sensing learners).
Provides hand-on demonstrations whenever possible (visual, sensing
learners).
Shows students example problems with numbers (sensing learners).
In the lab, allows enough time for students to discuss the results before
leaving the lab (intuitive, active, reflective, global learners).
8. Solicits and receives feedback from students to make sure they understand the
material presented.
9. Interacts extensively with the students inside and outside of class, provides
prompt feedback on their performance, conveys a strong desire for them to
learn, and motivates them to do so.
10. Promotes interaction and student involvement. For example:
Asks students to work out in small groups open-ended problems that call
for creative thinking and critical judgment.
Asks students to summarize the key ideas from the lecture.
Requires students to discuss any environmental and business aspects
related to their designs.
11. Communicates clearly (speaking, writing, visuals, etc.). Answers questions
clearly and accurately. Explains assignments clearly and thoroughly.
12. Teaches students how to think.
13. Designs appropriate homework assignments. For example, homework includes
(a) simple questions / problems that test basic understanding and build confidence, (b)
more involved problems that require application of a variety of principles and (c)
more challenging, open-ended problems. Moreover, the homework is tied to the
learning objectives of the course.
14. Designs appropriate tests. For example, tests
(a) Allow enough time for students to solve the problems and then go back and
check their solutions and results.
(b) Include some simple problems / questions for warm-up.
(c) Include at least one challenging problem / question.
Moreover, the tests are tied to the learning objectives of the course.
15. Designs appropriate course projects. For example, they have specific learning
objectives for the students. They can be completed in a reasonable amount of time.
16. Continually attempts to improve the course by updating the content and / or
making use of new instructional materials and methods (including applications of
instructional technology).
17. Teacher seeks to provide education in the broadest sense of the world, not
just knowledge of technical content.
18. Has appropriate expertise in the course subject