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Updated by SAE Australia on Feb 20, 2020
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Pedagogy (TPACK)

Pedagogical Knowledge (PK) – “Teachers’ deep knowledge about the processes and practices or methods of teaching and learning. They encompass, among other things, overall educational purposes, values, and aims. This generic form of knowledge applies to understanding how students learn, general classroom management skills, lesson planning, and student assessment.” (Koehler & Mishra, 2009).

This study reviews several of the most commonly used inductive teaching methods, including inquiry learning, problem-based learning, project-based learning, case-based teaching, discovery learning, and just-in-time teaching. The paper defines each method, highlights commonalities and specific differences, and reviews research on the effectiveness of the methods. While the strength of the evidence varies from one method to another, inductive methods are consistently found to be at least equal to, and in general more effective than, traditional deductive methods
for achieving a broad range of learning outcomes.

Active learning pedagogies - The University of Queensland, Australia

Active learning is a key aspect of the flipped classroom and can be applied to any learning environment from online to standard lectures or as a blend of these. The aim of active learning is to provide opportunities for learners to think critically about content through a range of activities that help prepare learners for the challenges of professional situations. Therefore it is important to design activities that promote higher order thinking skills such as collaboration, critical thinking and problem-solving. Active learning activities can range from low-stakes (more simple) to high stakes (more complex) activities.

Maker Pedagogy

People engage with the Maker Movement in many ways. Some read about it, some attend events, others watch it happen. Yet, gaining real access is simple once the premise of doing-it-yourself is implemented. You can easily join the Maker Movement just by making or modifying something, and even better as Mark Hatch would suggest, is to make something and give it to someone. The process of giving a personally crafted artifact to someone is significantly different from purchasing a gift as it’s tied to emotion and personal transformation (Mark Hatch).

Project Based Learning | BIE

At the Buck Institute for Education (BIE), our highest priority is to help teachers prepare students for successful lives and provide a better education for all students. We do this by showing teachers how to use Project Based Learning in all grade levels and subject areas. Search an array of documents, watch PBL projects in action, and get started with planning tools.

Giving Student Feedback: 20 Tips To Do It Right

Giving effective student feedback involves targeting specific skills, keeping track of progress, and considering the individual needs of each student.

How Peer Teaching Improves Student Learning and 10 Ways To Encourage It - InformED

Students who engage in effective peer teaching perform higher on measures of academic achievement than students who do not. Find out more about the benefits of peer teaching and how to implement in your classroom in this article.

An "Active Learning" Kit: Rationale, Methods, Models, Research, Bibliography | HASTAC

Overview: This post compiles two previous blogs from (originally published in June 2015 and October 2017) and concludes with a bibliography of scholarship on active learning (or "radical pedagogy").

Inclusive Teaching and Learning

Maurie McInnis, executive vice president and provost at The University of Texas at Austin, shares her perspective on what inclusivity means to her, and why inclusive teaching and learning is an important, ongoing mission for all instructors at UT.

Inclusive Teaching (RMIT resource library)

The Guide is organised around the six Principles for inclusive teaching. The Principles offer a broad, overarching framework which you can apply across all disciplines, student cohorts and modes of delivery.   The strategy pages offer practical suggestions to support implementation of the Principles.

Checking Students' Learning

Classroom Assessment Techniques (commonly called CATs) are brief classroom activities designed to help shape and focus subsequent teaching based on students’ current understanding and ongoing learning needs. They are quick and easy ways to check how well students are learning course content that’s been recently covered. Moreover, they allow students to monitor—and quite possibly strengthen—their own learning.

Checks for Understanding

There are numerous classroom assessment methods, but common to all is that they ask students to demonstrate or apply their knowledge. Use a variety of assessment methods to enable students to best demonstrate their understanding. Selecting the assessments you employ in your class is an important consideration; research indicates that the types of assessment instructors use impact what, how, and how much students study, as well as how they participate in course activities. The following provides information about a few common assessment methods for you to consider using in your class to assess student learning and the effectiveness of your lectures.

Strategies for Effective Lesson Planning

A lesson plan is the instructor’s road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.  Then, you can design appropriate learning activities and develop strategies to obtain feedback on student learning. A successful lesson plan addresses and integrates these three key components:

Top 10 Evidence Based Teaching Strategies

Evidence based teaching strategies have a far larger effect on student results than others do. Discover the top ten, evidence based teaching strategies in this article.

Instructional Approaches

"Effective teaching is not a set of generic practices, but instead is a set of context-driven decisions about teaching. Effective teachers do not use the same set of practices for every lesson . . . Instead, what effective teachers do is constantly reflect about their work, observe whether students are learning or not, and, then adjust their practice accordingly (Glickman, 1991, p. 6).

A Starter Kit for Differentiated Instruction

I have combed through tons of online resources on how to differentiate instruction, and have put together this collection of the clearest, most high-quality books, articles, videos and documents for learning how to differentiate in your classroom. Continue Reading →

Designing Learning Activities

Once you know what you would like the students to learn, you can select activities that will help them acquire the desired knowledge and skills. Activities can include lecturing, discussions, question and answer sessions, brainstorming, quizzes, etc. Activities can take place face-to-face or online; ideally the online activities should be well integrated into the face-to-face aspects of the course and vice-versa.

For more information on activities and strategies for use in the classroom, see these Centre for Teaching Excellence (CTE) teaching tips.

Instructional Pacing: How Do Your Lessons Flow?

Pacing a lesson so its nearly seamless takes expertise and practice -- and can be one of the greatest challenges for new teachers. For those more seasoned out there, here's a scenario many of us can relate to from the early days: way too much time for one learning activity, while not enough for another and clunky transitions in between. Also on the teacher plate when it comes to instructional decisions that influence pacing? How best to chunk and scaffold content so it's grade-level appropriate and then deciding on the best instructional mode. So let's take a look at the essentials when it comes to pacing the lesson and the learning.

Classroom Management Strategies

No two tutorials will operate in the same way and there may be things that go wrong. One of these common challenges can be the behaviour of students – some may be dominating, some may be appear disinterested and do not contribute. Establish ground rules for expected behaviour, participation and how the tutorials will be run. Some students may bring their troubles to you. Listen to their problems and deal with academic matters which fall within your expertise, but encourage students to seek further appropriate professional counselling if this is needed. The following sections discuss strategies for dealing with some common scenarios: passive students, dependent students, confrontational students, unprepared students, dominating students, when the tutor doesn’t know the answer and late arrivals and early leavers.

Teaching Tips (2006)

Teaching Tips by McKeachie, S (2006) is a great resource full of teaching tips from strategies, to research and theory for college and university teachers. Page 40, offers some insight into starting discussions with questions and also provides a useful introduction to different types of questions. This resource is available from SAE libraries in both Perth and Brisbane.

The Big List of Class Discussion Strategies

15 formats for structuring a class discussion to make it more engaging, more organized, more equitable, and more academically challenging.

ED102 Student Retention Methods

Centre for Excellence in Education: Enhancing Student Retention.
This 4 hour online course focuses on how to understand your students and use proven motivation and retention techniques to keep them enrolled and engaged in the learning process. It also explains how increasing students' sense of security can enhance their motivation during instruction, questioning, activities, and evaluations. Reviews the characteristics of adult learners. It discusses the concept of interacting with students as though they are customers and how the students-as-customers concept relates to the instructor and the classroom. It also looks at the effect of stress on attrition, the use of tools to identify and help students at risk, practical ideas on designing an orientation program, first-week-of-class and other retention activities, efficient admissions procedures, great orientation programs, effective mentoring, student friendly school and classroom involvement, fabulous graduations, and successful placement, tips and suggestions, current research results on human behaviour and organisational culture to enhance student enrolment and retention, locate the specific areas of your operations where you can implement an improved customer service plan.
To access this resource you will need to have registered for a Center for Excellence in Education account. Please see you CAC for details. SAE have agreed to pay for three courses from this resource.

Equality and Diversity

Equality and Diversity (Sussex University) - This link to the Equality and Diversity website at Sussex University offers a wide range of resources include specific advice on working with students with a range of disabilities e.g. It describes the disability and then goes on to suggest strategies to support learners with say Aspergers or Autism.

Teaching, Learning and Study Skills : A Guide for Tutors

This text represents a practicable resource for tutors and lecturers. Of note, are chapters four and five which focus upon gauging and locating students preparedness and approach to learning. Chapter five through seven are centred around engaging and enabling students to transition to higher education environment through individuating and owning their learning.

Developing Effective Assessment in Higher Education : A Practical Guide

Gives practical guidance on managing and improving assessment within higher education. This work tackles various stages in the assessment cycle including assessment design, preparing students for assessment, marking, providing feedback and quality assurance. It also includes an introduction to the research literature on assessment.' [Chapter 3, 4 & 6 provide an enhanced view of assessment as an opportunity to cosign learning outcomes through self-directed learning

Pedagogical Content Knowledge

Pedagogical Content Knowledge (Intercultural Development Research Association) - Content knowledge alone is not enough to be effective in a learning context. What teachers really need to focus on are the links between Pedagogy and Content Knowledge (PCK). This website link lists some ‘Highlights of Key Findings and Principles of Pedagogical Content Knowledge’.

  • Quality teaching is widely acknowledge as being a key determinant of variation in student achievement (Wenglinsky, 2000). Concomitantly, student-learning can be positively affected through better teaching. As creative professionals and scholars, we understand the importance of maintaining industry standards and continuing engagement with new technologies, practice, policy developments, research and innovations in our respective fields. If we are committed to a vision of providing our students with the knowledge and skills to become self-directed learners, critical thinkers and creative professionals, then as educators it is critical that we are also committed to developing our professional practice and mastering the competencies that will ensure positive learning outcomes for our students. The Learning and Teaching Matrix has been created to promote and support the delivery of quality learning and teaching at SAE.

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