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[Institut fuer Informatik] [Leerraum] [Humboldt-Universitaet zu Berlin]

EIGHT PRINCIPLES OF EDUCATION

The guidelines that deal with the teaching process are organized around eight principles of undergraduate education (taken from the book “The New Professor's Handbook - A Guide to Teaching and Research in Engineering and Science” by Davidson and Ambrose 1994), and they focus on activities in which faculty can engage to enhance their teaching.

 

1. Encourage active learning - students should: be prepared to work hard when they enter a classroom, take an active role in acquiring and maintaining new information during class, continue their interest doing homework assignments. Faculty can: ask frequent questions to arouse curiosity; present thought-provoking problems to encourage critical thinking; provide students with concrete, real-life situations to analyze; and use different teaching styles in their classes to engage students with different learning styles.

 

2. Design effective learning experiences for students - because most learning in a typical class takes place out of class, faculty should design activities that will help students learn after class hours, e.g., reading assignments, homework problems, group projects, laboratory assignments, and computer exercises.

 

3. Provide prompt feedback - because learning is an iterative process in which students apply a new concept, discover errors in their application, and try again, faculty should provide feedback to students as promptly as possible and that feedback should be corrective and supportive. A number of assessment techniques to determine student understanding of materials are available from Angelo and Cross (1993).

 

4. Emphasize the importance of time and effort spent learning - students must make effective use of time in and out of the classroom to be successful in learning a subject. Faculty should emphasize the importance of putting in that effort. Faculty can discuss with students effective study habits and time management, and they canplan their learning activities to permit the best use of their time and the student’s time.

 

5. Encourage student-faculty contact - because interaction between faculty and student is at the very heart of the educational process, faculty should interact effectively with students in the classroom displaying enthusiasm, sensitivity, and command of the subject matter. They should also allow time for effective interaction outside of class during office hours, student societies and society functions, and departmental social activities.

 

6. Encourage cooperation among students - cooperative/collaborative learning is a powerful tool to enhance student mastery of a subject, and promoting interactions among students in a class can have a marked positive effect by enhancing student self-esteem, improving collaborative and teamwork skills, and developing personal responsibility. Faculty can encourage these interactions by organizing cooperative in-class exercises such as group discussions and group projects as well as activities outside of class.

 

7. Communicate high expectations - students respond positively to difficult classes through high ratings, high attendance, and high engagement Teachers who demand a lot of their students have the most successful classes in terms of student enjoyment and learning. Faculty should set high but attainable goals, make expectations clear, and emphasize the intrinsic rewards of their hard efforts, i.e., mastery of material and success in later endeavors.

 

8. Respect diverse talents and ways of learning - because students bring unique sets of abilities, interests, and experiences (which translate into different ways of learning) to the classroom, faculty need to vary their teaching styles to match the students’ various learning styles and different personalities. Faculty should become familiar with the concepts of teaching styles and learning styles, and they should use a variety of teaching stylesin the classroom to insure that all students are engaged in learning.

 

 

 



[aktiver Punkt]  Prof. Johann-Christoph Freytag

[Punkt]  Jörg Bachmann

[Punkt]  Saliha Irem Besik

[Punkt]  Fabian Fier

[Punkt]  Daniel Janusz

[Punkt]  Mathias Peters

[Punkt]  Jochen Taeschner

[Punkt]  Steffen Zeuch

[Punkt]  Christine Henze

[Punkt]  Thomas Morgenstern

[Punkt]  Martin Kost

[Punkt]  Heinz Werner