Best Teaching Practices

Why Flip a Class?

An image of Bloom's taxonomy pyramid with an arrow labelled "Pre-Classroom Content" pointing to the two lowest levels (Understand, Remember), and an arrow labelled "Classroom Activities" pointing at the four upper levels of the pyramid (Apply, Analyze, Evaluate, Create)


"3 Signs Your Flipped Class Is Working" (post) outlines some teaching challenges "flipping" a class can address, outlines a brief definition of a flipped classroom model, lists some concerns with this model, and identifies three easily observable signs that a flipped class is working. This post also provides links to other useful resources.

Help Students Study for Learning

Decorative: A student with bloodshot eyes studying late at night by the light of a desk lamp


"Study Strategies Beyond Memorization" (post) offers a number of practical study strategies that you can introduce to your students to help them "learn how to monitor their own progress and apply specific review strategies based on their needs" so that "they are empowered to effectively and efficiently prepare for assessments."

  • Several of these strategies are also useful for in-class review.
  • Try any strategies you think would be beneficial for your students.

1. Pre-Assessment: Help Them Discover What They (Don't) Know

Close Reading: Helping Students Read Complex Texts

Decorative: Teaching with Complex Text


"A Close Look at Close Reading: Scaffolding Students with Complex Texts" (pdf) provides a context for selecting appropriate, complex texts as well steps and strategies to help students learn to do close reading -- "thoughtful, critical analysis of a text that focuses on significant details or patterns in order to develop a deep, precise understanding of the text’s form, craft, meanings, etc."

A. What Activities Does Close Reading Include?

Time-Efficient Teaching Practices

Decorative: "Time Saver" written under the top curve of an analog clock drawn on a green chalk board


"The Three Most Time-Efficient Teaching Practices" (post) outlines three time-efficient practices that "facilitate student learning" and "the positive impact they can have on the way we spend our time teaching."

1. Begin with the end in mind.

a. "D]etermin[e] what it is that we really want students to be able to do or feel or think long after the final exam is over."

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