• Learn and use student’s names, inside and outside of class
• Ask students to re-state to material presented in their own words
• Provide opportunities for students to interact with other students during class
• Have students put problems on the board or have students explain problems while faculty
write the solution on the board
• Provide lecture notes before class
• Muddiest point exercise - What part of the lecture is “as clear as mud”? If the test were
today, what points would students like clarified?
Specific Achievement Strategies:
• Teach students to how to create test questions
• Personally invite students to visit during office hours
• Tell students what they need to do to be prepared for class, tests, and quizzes
• Talk to students with “border-line” grades with the intention of moving students’ up one
grade level
Positive interactions to promote learning:
• Use of complex questioning process during class - eliminate the use of simple questions
with yes/no answers
• Analytical feedback - tell students why the answer is correct or incorrect
• Wait time/think time - wait three seconds after asking a question for students to respond -
this allows students to think and tells them participation is expected
• Probing questions - ask multiple questions to the same student on a single topic. Faculty
guide the student through a thought process which leads to an appropriate response
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