How I Teach

1. I foster interdisciplinary, collaborative group learning by providing students opportunities to work together using case study discussions and cooperative group assignments. I create positive group dynamics by establishing ground rules, providing group member roles, and giving students time to get to know each other. I monitor group progress and address problems by helping students brainstorm: (a) what could be causing the problem; and (b) how the problem could be resolved. I invite guest speakers with interdisciplinary experience to speak to the students about collaborating across disciplines. Students explore their classmates’ professional interests through class discussions and assignments, such as discussing licensing requirements, roles of various professionals, and how professionals from different fields might collaborate with one another.

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2. I create a flexible class routine by varying how I deliver content and changing activities about every twenty minutes. Examples of activities include: presenting information in a variety of formats (e.g., outlines, PowerPoints, flipped classroom), as well as incorporating cooperative learning activities, group assignments, student presentations, class discussions, video examples, and more.  I also vary the format of each session as needed, so that the class does not settle into a permanent routine.

3. I relate content to real-life situations and students' experiences through "Anchored Learning." I incorporate this principle by encouraging students to discuss their experiences and to problem-solve dilemmas they have experienced in their personal lives and/or professional practices.  This technique encourages students to feel motivated to learn by applying the content to personal experiences. Connecting new information to previously learned information also enhances student learning. I also create opportunities for students to observe and practice real-life applications of the content.  Examples of these opportunities include: going on field trips, volunteering, watching videos, and participating in clinic and research placements. Guest speakers are invited to discuss their personal and professional experiences with the course content. Through these opportunities, students not only learn the content, but also learn how the content can be used effectively in practice. As part of “real-life” learning, my teaching style also emphasizes working with culturally and linguistically diverse populations, and helping students apply their knowledge and skills in a culturally-responsive manner.

4. I adjust my teaching style to meet the needs of different learners. At the beginning of a course, I get feedback from students about their preferred learning style, including the learning styles defined by Felder and Soloman (2012): active and reflective learners, sensing and intuitive learners, visual and verbal learners, and sequential and global learners. I then tailor my content delivery to meet my students’ learning preferences. For example, I include visual forms of learning in a presentation, such as videos, pictures, and charts, as well as verbal forms of learning, such as written handouts and outlines. I continually assess students’ current and ongoing level of knowledge, so that I can scaffold the course material to meet their needs. I also take into account the students’ generational differences, since students of various ages may prefer different teaching styles. For example, younger generations may be more motivated by technology than older generations, so technology could be incorporated more frequently into classes with younger students.

5. I encourage student participation, active learning, and student autonomy. At home, reading assignments are made “active” by asking students to answer and think of additional questions about the reading, as well as to reflect on the reading. In class, students are encouraged to participate through a variety of activities, such as cooperative learning activities and case-method discussions. Cooperative learning includes activities like think-pair-share, graffiti, teams-games-tournaments, and so forth. It is important for students feel comfortable sharing their thoughts, so in the first class, I let students know that different viewpoints are encouraged and valued. Students are given time to get to know each other throughout the course, so that they feel comfortable sharing. Active learning and student autonomy are also encouraged by giving students choices throughout the course. For instance, students are given options in assignments, presentation styles, and group roles. I collect feedback throughout the course to encourage active investment in the course structure and activities. I also foster student autonomy by creating “free-topic” sessions, where students choose which topics will be covered in class.

6. I fairly assess student learning. I give students opportunities to have one-to-one consultation and feedback in order to meet individual learning needs. All students receive timely feedback from assignments and work, so that they can use the information for future assignments. Students also have many opportunities to reflect on their learning. For example, students critique their peers’ work anonymously and encourage each other to improve. After class sessions, students assess their understanding of the day’s content through reflection questions, such as: “What did I find most applicable about this information? What information do I still not understand?” On assignments, students are graded according to standard rubrics that are designed to create impartiality in grading. I provide these rubrics to students before the assignment, so that they know the expectations for the final product.

7. I value having an organized course. I first examine criteria to include in the course, such as standards required by university and/or national association guidelines. I write course goals based on these criteria, and then create session objectives to achieve the overall course goals. At the beginning of the course, I explain the goals to the students, including what my expectations are for their performance. Examples of expectations include: active participation, demonstrating respect for other students’ opinions, timeliness, use of personal technology, and assignment expectations. At the beginning of each class session, I review the lesson objectives, expectations for student performance, and how this session relates back to the overall goals for the course. I make sure that time is well-managed, including time for students to reflect and work together on assignments.

8. To spark enthusiasm in students, I demonstrate enthusiasm for teaching, students, and the content. This excitement is conveyed through personal experiences and motivational stories, both from myself and from guest speakers.

9. I use an evidence-based approach to teaching. I base my course content on peer-reviewed research, clinical experience, and family experience. In addition to providing evidence-based information, students are taught to: (a) evaluate evidence quality; and (b) apply evidence to solving professional dilemmas, including dilemmas students have encountered in their own professional work.

10. I challenge students with higher-order learning tasks. I provide assignments that are interesting to the students and that are applicable to real-life situations. Class activities and assignments are designed to foster critical thinking by having students synthesize and analyze the information they have learned in class. Examples of critical thinking assignments include: debates, difficult case studies, reorganizing information into a new framework, discussing the positives and negatives of a topic or viewpoint, and creating their own research project. Through these assignments, students are encouraged to think deeply about the subject matter and to demonstrate that they can apply the information to practical situations.