By Michael Harris

1. Teaching for Learning: Evidence-Based
Strategies Designed to Help Students
Learn
Michael S. Harris, Ed.D.
Southern Methodist University
harrism@smu.edu / @HEProfessor
#TI4GS

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4. I can’t…
• I can’t do math
• I can’t write well
• I can’t speak in front of people
• I can’t learn…
• I can’t teach…
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7. Teaching requires
• Content knowledge
• Designing learning experiences
• Working with students
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8. Teaching for learning
• What do you want students to know:
– By the end of the course
– By graduation
• What do you want them to know 5 or 10 years
from now?
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9. Lecture: Take a Guess
• Write down 2-3 concepts or ideas
that you expect will come up in
this session
• Guided note-taking (Austin, Lee, & Carr, 2004)
• Focusing on essentials (Harp & Maslich, 2005)
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10. Designing for Learning
• What are you trying to accomplish?
• How will you accomplish it?
• How will you know when you are effective?
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11. Teaching strategies
• Lecture
• Discussion
• Peer Teaching
• Games
• Writing
• Reading
• Graphic organizers
• Reflection
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12. Lecturing
Bligh (2000), Zakrajsek (2015) #TI4GS

13. Lecturing
Bligh (2000), Zakrajsek (2015)
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14. Power of Active Learning
Hake (1998), Zakrajsek (2015)
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15. Intentionally designing activities
1. Guiding principles
2. Preparation
3. Process
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16. Discussion: In the News
• Students bring in a news articles as a
springboard for discussion
• Preparation (Dallimore, Hertenstein, & Platt, 2008)
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18. Academic Games: Monopoly
• Instructional Support (Clark, Tanner-Smith,
Killingsword, & Bellamy, 2013)
• Built-in feedback (Issenberg, McGaghie, Petrusa,
Gordon, & Scalese, 2005)
• Board games teach content and skills
(Mummalaneni & Sivakumar, 2008; Zagal, Rick, & His, 2006)
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19. Peer Teaching: Each One, Teach One
• Students share one fact with each other
• Preparing to teach (Benware & Deci, 1984)
• Individual accountability (Davidson, Major, &
Michaelsen, 2014)
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20. Reflection: 140-Character Memoir
• Students write short first-person memoir
focusing on their learning
• Value of prompts (Kauffman, Ge, Xie, & Chen, 2008)
• Self-regulation (Isaacson & Fujita, 2006)
• Self-assessment (Lynch, McNamara, & Seery, 2012)
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21. Metacognitive approach
• Teach your students how to think
• Explain why you’re doing what you’re doing
• Value process along with content
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22. Intentionally designing activities
1. Guiding principles
2. Preparation
3. Process
#TI4GS