Best Teaching Practices

Digital Teaching: General Best Practices

Decorative: "The cake is a lie" with a drawing of a piece of cake


“10 Things the Best Digital Teachers Do” (online article) presents 11 “best practices” from successful digital teachers:

1. “Don’t imagine that good citizenship is different from good digital citizenship.” 

2. “Be honest about who you are.”

3. “Hack…. When we hack something, we reinvent its intended use. Digital literacy is less about following the rules of any given interface or app, and more about manipulating them.”

What Students in Large Classes Want

Decorative: A view of a large lecture hall full of students with a large screen at the front of the class


Student feedback in large classes often “reflect[s] the needs of novice learners ... and connect to what the research says about how learning works.” “Three Common Demands from Students in Large Classes and What to Do about Them” (online article) “list[s] three common student requests and ways to think about responding to them”:

1. “Students Want the Presentation Slides” (“preferably before class”).
One response: “Cue Up Prior Knowledge.”

Student-Friendly Office Hours 

Decorative: "Office Hours" written on a blackboard


“[O]ffice hours have a real and substantial effect on a student’s academic performance,” yet too often “misplaced expectations and false judgments about office hours permeate our students’ perceptions of it as a useful avenue for increased student-faculty interaction.”

“Don’t Be Alone During Office Hours” (web page) offers (and expands upon) “a few things to try … to increase student attendance at office hours and help all students … take advantage of the unique interactions that can take place in office hours versus the classroom”:

Teaching First-Year Students

Decorative: Some generic students standing on a law by a "Registration and Welcome" sign


“Teaching First-Year Students” (web page) outlines a number of challenges (and useful pedagogical responses) for the instructor with first-year classes. The article explores the following: principles and strategies, “the myth of first-year enlightenment,” cognitive challenges of the first year, and other resources.

Most salient for practical pedagogy, though, are the following principle and strategies, each of which is expanded upon in the article:

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