Best Teaching Practices

Best Practices

The words "best practices" written on a chalkboard


“Best practices” connect relevant educational research to in-course application to help instructors do the following:

  • Inject rigour into the curriculum and its presentation
  • Develop students’ thinking and problem-solving skills
  • Motivate, engage, and prompt students to learn

While the entire “Resources” section of the site addresses “best practices” for university-level teaching, this section covers other important but more “miscellaneous” issues not found under the specific topics listed in the left column.

Enhancing Access for Deaf and Hard of Hearing Students

Person facing away from the camera and, written on the back of the shirt, "Please face me when speaking. I am hard of hearing."


A. In "Best Practices for Teaching" (web page, links and videos), DeafTEC outlines the "best teaching strategies based on Universal Design ... for instructors teaching ... a mix of hearing, deaf and hard-of-hearing students."

"The goal of these strategies is to improve teaching practice that will provide greater access to learning for deaf and hard-of-hearing students but will benefit all students in the classroom as well" (Many of these practices also benefit deaf and hard-of-hearing participants in meetings, conferences, conversations, poster sessions, etc.)

Video Assignments: One STEM Model

Decorative: Three colourful film strips unravelling


Especially relevant to Lakehead since we now have video assignments integrated into D2L, "Setting the Terms of a Multimedia Assignment in a STEM Class" (blog post) "provide[s] both a broad set of guidelines for these video assignments, and then a more specific articulation of an assignment related to particular course content" -- including a detailed outline/directions and a specific video grading scheme plus rubric:

1. Sample Grading Scheme

"Each video will be graded on the following criteria: