Tell stories and anecdotes; share real-world experiences
Ask questions, and ask students for their questions
Share and encourage diverse perspectives
Ask students to share their experiences
Provide in-class opportunities for interaction with faculty
Provide in-class opportunities for student interaction
Provide online opportunities for students to ask questions and engage in discussion through D2L
Vary your teaching approaches – make use of video, images, text and spoken words, guest lectures, and movement, where possible and appropriate
Share reading strategies with students, and vary the kinds of texts students are asked to read
Explain the real-world relevance of your material, and incorporate opportunities for real-world learning and problem-solving
Facilitating Student Success
Take attendance
Learn students’ names
Provide explicit strategies for successful learning in your discipline
Use a “getting to know you” form – in class or on D2L or as a Microsoft Form survey – find out who your students are, what they know about your discipline, and what they are expecting to learn in the course – Sample Student Questionnaire
Be aware of, and direct students to, student supports
Provide your course outline and resources in your D2L course
Hold office hours (in-person and/or online), and encourage students to visit with you
Communicate with students about how to manage their time in your course
Be aware that students are taking other courses and, where possible, co-ordinate due dates across courses in a program
Managing Large Classes
Establish expectations on the first day – discuss classroom etiquette, respect for others, and professional conduct
Communicate expectations early and often – setting and communicating clear expectations helps both you and students. While some of this information may be in your course outline, there are opportunities throughout the semester to establish and communicate expectations. Consider including an “expectations” slide when describing a new project or assignment to clearly state your expectations; use the D2L news item tool to share weekly updates or expectations;
Share something about yourself with the students on the first day, and ask them to introduce themselves to the person beside sitting them
Arrive early to class and stay late to increase opportunities for students to interact with you
Convey your own interest in your material
Be seen and be heard – wear a microphone and move out from behind the podium and move around the room for greater accessibility
Be clear, be confident, be prepared and organized – give students an overview of the class; don’t cover too much material in one lecture; highlight and repeat main points slowly and clearly; vary the pitch of your voice and your pace
Post slides in D2L and make sure your slides are visible from the back of the room
Encourage students to take their own notes
Post FAQs on D2L to reduce student email and encourage students to check this site first
Consider using lecture capture technology to make your lecture accessible after the class – this may be particularly important for students whose first language is not English and for students who learn differently or who have mental health concerns
Active learning is possible – pair students up, use small groups, ask for a show of hands, use a student response system, provide quiet time to write and think [See Classroom Assessment Techniques for some strategies to try]
Provide an overview of how the class performed on graded work or tests to give students an idea of where the class collectively succeeded and were challenged
Ask for feedback during the term; ask for student volunteers to connect with you a few times during the course; use a “Stop-Start-Continue” to discover what is working and what might need to change to ensure student success in your (large) class
Assessment and Feedback
Provide early feedback on a low-stakes assessment
Provide practice opportunities before evaluation, also known as Formative Assessment
Provide frequent feedback
Provide opportunities for peer review and self-assessment
Provide opportunities for students to reflect on graded work and incorporate feedback received into their next assignments
Link assessments, so that they build on one another, scaffolding the learning process
Provide a fair number and kind of assessment opportunities, so that students may demonstrate their skills and knowledge
Be sure that your assessments evaluate what you plan for students to learn
Provide students with guidelines and rubrics for assignments
Use gradebook in D2L and update entries in a timely manner, so students can check their grades in the course regularly
Raise awareness and understanding of academic integrity in your discipline