Teaching (Outcomes, Clarity, Enthusiasm, And Engagement?

The research on teacher efficiency has provided professionals with a relatively clear understanding of the fundamental ideology for effective instructional practice. Teaching professionals should use these empirically supported principles as a basis for the determination of their own instructional effectiveness in the classroom. The purpose of this article is to describe the research on Effective Teaching (Outcomes, Clarity, Enthusiasm, and Engagement) as a conceptual framework for increased self-reflective practice among teachers in higher education settings.

Introduction

If you had to select four instructional principles that best describe your teaching, what would they be? How do the instructional principles that you have identified contribute

Outcomes enable students to focus their attention on clear learning goals. These outcomes inform students of where they are going and how they will get there. Outcomes also provide the teacher with a framework for designing and delivering the course content. More effective teachers use designated outcomes as a basis for the establishment of curricular alignment. Curricular alignment is the degree to which the employed instructional methods and assessment techniques enable the student to acquire and/or demonstrate the desired

This principle suggests that students learn by doing. The formal lecture represents an archaic model defined by instructor as deliverer and student as receiver. This model exemplifies one-way communication and perpetuates an incomplete model of education. Accordingly, teachers must create a dynamic, educational environment that affords students the opportunity to practice every concept that they are learning. More effective teachers utilize instructional strategies that engage students repeatedly throughout the entire lesson. This engagement should begin early in the lesson and continue throughout the lesson introduction, body, and closure. As a general rule, a teacher should limit a lecture to no more than thirty minutes before employing a learning activity that actively engages all students (Walls & Cather, 1987) [8]. Furthermore, these engagement activities are intended to facilitate the development of the knowledge, skills, and attitudes that will enable the student to accomplish the previously identified lesson outcomes. This type of curricular alignment is a critical component of an effective, student-centered learning environment.

Ace 4: Enthusiasm

The fourth Ace of Effective Teaching is enthusiasm. As straightforward as it may seem, "if you hate to teach it, your students will hate to learn it.” Conversely, if you love to teach it, your students may very well love to learn it. Enthusiasm is contagious. More effective