Principles of excellent teaching have been developed from interviews with 18 CUHK teachers who have been awarded a Vice-Chancellor's Award for Exemplary Teaching. These principles underpin the University's teaching and learning policy - the Integrated Framework for Curriculum Development and Review - and many of the activities that are run in CLEAR. The results are published in:
Kember, D., Ma, R., McNaught, C., & 18 exemplary teachers. (2006). Excellent university teaching. Hong Kong: Chinese University Press.
This eBook is a valuable resource for new and more experienced teachers. Readable and full of excellent advice. The authors are Graham Gibbs and Trevor Habeshaw; they have contributed a great deal to the scholarship and practice of higher education over many years. They have written many books which they are progressively making available to teachers world-wide. Hopefully, this is the first of many of their resources that we will be able to make freely available to you.
The following two modules may be used for educational purposes, in whole or in part, provided that no adaptation is made; due acknowledgment is given; and there is no commerical gain.
Copyright (c) 2006. All Rights Reserved. The Chinese University of Hong Kong.
For any inquiries, please contact: Centre for Learning Enhancement And Research, CUHK clear@cuhk.edu.hk
Use this rubric to plan and assess your active learning style; in word so you can tailor to suit your need. checklist_active_lessons.doc
Rubric -- Assessment
Rubric for peer or group evaluation; it’s in word so you can tailor to suit your need. Peer_eval.doc
Rubric -- Course evaluation (early)
This is an evaluation form you can use to get feedback from students early in the course; helps shape your teaching and pick up & clarify stuff early with students – desired learning outcomes, knowing what is required (assessments) and develop sound study habits. Do it in about week 4 and make sure to give student feedback in the following week. Midterm CTE Evaluation Form.doc
Rubric -- Course evaluation (mid)
This is an evaluation form you can use to get feedback from students later in the course; shape your teaching and help students focus on achieving the learning outcomes, completing assignments. Do it in about week 7-8 and make sure to give student feedback in the following week. Midterm CTE Evaluation Form.doc
Rubric -- Teacher evaluation
This is an evaluation form you can use to plan your class and teaching practice. You can also use it as a way to get feedback from students in the course. Rubric_Teaching_Skills.pdf
Rubric -- Project marking guide
This project marking guide first requires the student to reflect on his/ her process of learning, and then allows the teacher to give feedback based on progressive levels of thinking evident, based on Blooms taxonomy - Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation. These progressive levels require a higher level of abstraction and thus the demonstration of effective critical thinking skills. The course outline should explain the five levels of achievement more fully. Rubric_Project_Marking_Guide.pdf
The nature of learning at university
This paper discusses the nature of learning at university level, how information relates to knowledge, and describes different levels of cognitive reasoning that differentiate between surface and deep understanding of knowledge. Learning_at_university.doc
"How to Use Gamification to Make Student Engaged to Your Course? — Successful case studies from Professor Yeh’s courses in the National Taiwan University" by Professor Ping-Cheng Yeh (Benson)
How to keep our students engaged and motivated to the class is a crucial question for all instructors. Gamification is very useful in raising students’ motivation toward learning. Professor Yeh started working on gamification for his on-campus courses since 2010. He has developed numerous games and tools for his courses with great success. Due to his great design in gamification for education, Professor Yeh and his team were awarded the Overall Award of the Wharton-QS “Reimagine Education” among 427 teams from 43 countries. It is one of the most prestigious awards for innovations in higher education. In this talk, Professor Yeh will provide case studies of his various course designs with in-depth details. Similar approaches can be generalized to other courses to make students more engaged and motivated toward learning.
Resource website on clicker use (http://STEMclickers.colorado.edu). Many helpful links, including quality clicker question banks, articles, and the videos; created by the Science Education Initiative at the University of Colorado (http://colorado.edu/sei) and the Carl Wieman Science Education Initiative at the University of British Columbia (http://www.cwsei.ubc.ca/).
Clicker Videos
Clicker Videos: (http://STEMclickers.colorado.edu). A suite of short, well-produced videos on the rationale for using clickers, the details of how to use them effectively, and the research supporting their use. Videos are 5-15 minutes long. Also on YouTube: http://www.youtube.com/user/geekgirl54
This is a video clip to see Dr. Clough model several techniques that may be used in small or large classes to engage students mentally and reveal their thinking while he leads a class on how to teach effectively. (07'32"). http://www.youtube.com/watch?v=n16q9V9Pf2c
Interactive teaching
In this video, we see an excellent way of teaching by a professor who teaches students effective problem-solving strategies and helps them develop logical thinking skills in the Physics class.(03'50"); http://www.youtube.com/watch?v=qQra4baNwP8
A group of professors describe how they will incorporate some of the new teaching methods they have seen demonstrated by their colleagues in the Faculty GUR Group at Western Washington University (04'08"). http://www.youtube.com/watch?v=mF-sHajd0OQ26
