Dimensions of Teaching

Indicative teaching strategies for demonstrating this dimension may include:

• fostering a supportive, non-threatening teaching/learning environment
• encouraging students to express views, ask and answer questions, and allow time and opportunity for this to occur
• using questioning skills which encourage student engagement
• providing immediate and constructive feedback where appropriate
• demonstrating enthusiasm for teaching and learning
• providing opportunities for self-directed learning and/or collaboration
• (for smaller groups) fostering extensive interaction
• (for very large groups) presenting in such a manner as to achieve maximum engagement

Indicative teaching strategies for demonstrating this dimension may include:

• being fully aware of and/or determining students’ prior knowledge and understanding
• building on students’ current knowledge and understanding, and taking them conceptually beyond this level
• where appropriate, using and building upon student contributions and preparation

Indicative teaching strategies for demonstrating this dimension may include:

• demonstrating an appreciation of the different levels of knowledge and understanding in a group
• addressing, as appropriate, different learning needs and styles within the group
• focussing on building confidence, enthusiasm and intrinsic motivation
• fostering students’ responsibility for their own learning, encouraging them towards being self-directed learners, (as distinct from teacher-directed learners)
• using appropriate strategies for different needs, balancing discursive interactive strategies with those that are more didactic (where simple transmission of knowledge is needed)
• recognising, at times, the need for teacher-directed strategies such as explaining, and being able to implement these effectively
• exercising balance between challenging and supporting students
• designing activities/tasks that allow students of differing abilities to participate/engage and demonstrate/enhance their learning
• providing examples or opportunities for discussion that cater for cultural diversity

Indicative teaching strategies for demonstrating this dimension may include:

• helping students bridge the gap between their current conceptual understanding and the next “level”
• helping students become aware of what the next levels are
• encouraging students to become self-directed learners by using a “lecture”/presentation as the stimulus for individual study/learning
• challenging students intellectually e.g. by extending them with question/answer/discussion components where students’ conclusions must be justified to the teacher and peers. This usually involves questions such as “What do you think is going on”; “Why”; “What if…?” etc
• encouraging students construct their individual conceptual understanding (ultimately the learner must be responsible for his/her own learning)
• encouraging deep (intrinsic) rather than surface (extrinsic) approaches to learning
• working cooperatively with students to help them enhance understanding
• clearly demonstrating a thorough command of the subject matter

Indicative teaching strategies for demonstrating this dimension may include:

• ensuring students are progressively aware of key learning outcomes
• providing clear explanation of learning outcomes
• providing explanation of how learning activities facilitate achievement of learning outcomes
• focussing on learning outcomes at key points in the presentation
• ensuring a synthesis of key learning outcomes is emphasised towards the conclusion of the session so that individual student follow-up work is well focussed
• encouraging each student to accept responsibility for learning issues to follow-up and consolidate
• ensuring students are aware of the link between key learning outcomes and assessment (formative and summative), as appropriate.

Indicative teaching strategies for demonstrating this dimension may include:

• emphasising, where appropriate, links between theory and practice
• providing opportunities for students to make their own connections between theory and practice
• using research links appropriately, given the level of student conceptual development
• raising students' awareness of what constitutes research and how it applies to practice

Indicative teaching strategies for demonstrating this dimension may include:

• using IT techniques effectively, e.g. PowerPoint, multimedia presentations or digital content of a professional standard
• using, as appropriate, a balance of learning technologies and other strategies
• using available classroom and online resources to support student learning effectively
• supplying resources, materials and literature to support student learning
• using specific educational strategies and techniques in the design and delivery of teaching sessions, to achieve key objectives
• encouraging self-directed, effective use of technologies and resources

Indicative teaching strategies for demonstrating this dimension may include:

• providing an early brief structural overview of the session
• developing this structure in a coherent manner, ensuring students are constantly aware of the development of the session
• providing time for reviewing at key stages, including closure
• establishing closure, aiming at helping students draw together and understand major issues and identify individual learning needs and short-comings

Indicative teaching strategies for demonstrating this dimension may include:

• seeking feedback progressively during the session e.g. through constant observation of interest level and engagement and by using specific questions to test understanding
• modifying a presentation to accommodate feedback messages
• seeking feedback towards the conclusion of the session to assist students to determine individual work to be consolidated

Indicative teaching strategies for demonstrating this dimension may include:

• recognising the time it takes to learn and complete tasks
• helping clarify good performance (goals, criteria, expected standards)
• facilitating the development of self-assessment (reflection) in learning
• delivering high quality information to students about their learning
• encouraging teacher and peer dialogue around learning
• encouraging positive motivational beliefs and self-esteem
• providing opportunities to close the gap between current and desired performance
• carefully communicating concepts
• asking open questions and providing clear feedback
• giving feedback that acknowledges effort and personal standards and encouraging students to be intrinsically motivated