Three phases of college instruction. The pre-engagement phase. Countdown to course start. The engagement phase. The post-engagement phase. Phases of college instruction. Conceptualization. Relevance to the teaching-learning effort. Adult education perspective on activities. Educational psychology perspective on activities. Further research needed.

1. Effective Pedagogy
Milisa Sammaciccia Ismail, MEd.
19 December 2011

2. “Effective teaching strategies begin with realizing that
there are multiple pathways to learning. Frequent and
careful assessment aligned with observation determines
the direction taken for optimal learning. Respect for all
learners takes place. Varying teaching styles within a
student-centered environment maximizes educational
effectiveness.”
- Mary Rose (2008)

3. Three Phases of College Instruction
 Pre-Engagement Phase
• Instructor prepares for teaching-learning interaction with
their students
• Elements include:
– Needs assessment
– Diagnostic activities
– Development of instructional objectives
– Instructional module development (p. 21)
 Engagement Phase
• Instructor engages students in teaching-learning
• Elements include:
– Situational assessment
– Module implementation
– Formative evaluation
– Crises intervention (p. 21)

4. Three Phases of College Instruction
Continued…
 Post-Engagement Phase
• Success is assessed after the completion of the teaching-
learning effort.
• Elements include:
– Summative evaluation
– Student remediation
– Methodological revisions (p. 21-22)

5. Pre-Engagement Phase
This phase is a critical aspect in the development of the
teaching-learning process. During this phase instructors:
 Develop objectives
 Develop expectations & goals
 Prepare the syllabus, course map and grading
rubrics
 Select a textbook(s)
 Select supporting resource material
 Select assessments

6. Countdown To Course Start
Svinicki & McKeachie (2011) suggest the following timeline prior to the
course start (pre-engagement phase):
 Three Months Before
• Write goals, objectives and desired outcomes.
– Objectives should be specific and measurable
– Objectives should retain focus on the student
– “An effective learning objective will explain expectations for
student behavior, performance, or understanding”
(Mandernach, 2003, para. 5).
• Select the textbook(s) and supplies needed.
– Should fit the objectives outlined but the instructor
– Winnow the possibilities down to two to five [books].
– Read a few chapters to understand the level of difficulty.
– Select three to four key concepts to examine. Are they well
explained? Are they interesting?
– Be wary of curb appeal that distract from content.

7. Countdown To Course Start
Continued…
 Two Months Before
• Draft the syllabus. It should contain the following elements:
– Expectations and policies
– Scheduled assignments & due dates
– Assessments (pre-assessment, formative, summative)
– Special rules
• Svinicki & McKeachie (2011) suggest the following acronym for
syllabus construction:
– S = specific
– M = measurable
– A = agreed (clearly understood)
– R = related, with a clear structure and links between assignments
– T = time frame (p. 17)

8. Countdown To Course Start
Continued…
 One Month Before
• Develop class session plans
– Lecture: outline the content to engage students in the lesson.
– Planning: advance planning allows for realignment in the event
of deviating slightly off schedule.
– Testing: plan for tests (p. 17-18)
• Select teaching method
– “The most successful teachers vary their methods to suit
objectives” (p. 18). For example:
» Lecture
» Discussion
» Cooperative Learning
» Role playing techniques

9. Countdown To Course Start
Continued…
 Two Weeks Before
• Check resources
– Library policies to reserve books
– Computer resources available
– Photocopying of exams and/or course material
– Technology available
 One Week Before
• Send students a welcoming email introducing ourselves to the
students (if available)

10. Engagement Phase
During this phase, the instructor engages the students in the
teaching-learning effort. Generally instructors:
 Instruct, lecture, discuss and interact with their students.
 Provide support for any additional reinforcement, resources or
guidance.
 Conduct assessments such as:
• Pre-Assessment – to assess prior knowledge;
• Formative Assessment(s) – to determine the level of
knowledge acquisition and allow for realignment, as
necessary;
• Summative Assessment – to determine the final level of
content acquisition and evaluate overall learning for future
course adjustments.
 During this phase, instruction and activities can be adjusted
accordingly to ensure the objectives and goals are being met and
to realign deviation off established pathways.

11. Post-Engagement Phase
During this phase, the instructor assesses the overall effectiveness
of the teaching-learning effort that has been completed and will
make any necessary adjustments to ensure the success of future
courses that are within the same scope.
 Summative assessments are analyzed for strengths and
weaknesses of instruction and student learning.
 Analysis of the pre-engagement and engagement phases are
conducted to measure the level of success in the teaching-learning
effort.
• Adjustments are made for subsequent courses based on this
analysis.

12. Phases of College Instruction
Pre-Engagement Engagement Post-Engagement
Needs Assessment
Diagnostics
Student learning readiness
Instructor teaching readiness
Instructional Objectives &
Task Analysis
Domains
Cognitive
Affective
Psychomotor
Test
Development/Selection
Validity, reliability
Types of tests
Teacher-made vs. published
Norm vs. criterion-referenced
Objectives-related test
properties
Assessment research design
Pre-Testing & Grouping
Situational Assessment &
Final Module Adjustments
Physical environment
Materials
Students
Institutional support
Module Implementation
Execution
Social-cognitive processes
Modeling
Encouragement
Facilitation
Rewards
Formative Evaluation &
Corrective Activity
Targets
Student performance
Instructor performance
Institutional support
Assessment methods
Observations
Tests & quizzes
Consultations
Critical incident reports
Summative Evaluation
Targets
Student performance
Instructor performance
School support
Methodology
Sources
Administrators
Students
Instructors
Assessment
Observations
Tests
Questionnaires
Consultations
Critical incident reports
Remediation
Student performance
Instructor performance
Institutional support
Methodology procedures
Pre-engagement
Engagement
Post-engagement

13. Phases of College Instruction
Continued…
Pre-Engagement Engagement Post-Engagement
Instructional Module
Development & Debugging
Module structure
Lower Level: Delivery
Introduction
Demonstration/description
Questions and answers
Student enactment
Feedback and corrective
action
Summary
Higher Level: Collaboration
Seminar and topic survey
Instructor-student dialogue
and course project

14. Conceptualization
• Pre-Engagement Phase
 A great deal of thought and planning goes into the pre-
engagement phase of instruction. This is the period of
development where the instructor makes important decisions that
will resonate throughout the course ahead.
 Conceptually, this phase can be divided up into two facets:
• Investigation of the needs to be addressed in the effort;
• Investigation of student & instructor characteristics relevant
to the instructional goals;
– Preparation of the instructional modules to be
implemented to reach the goals.

15. Conceptualization Continued…
• Engagement Phase
 Conceptually, the engagement phase can be comprised of three
facets:
• Appraisal of the situation in which the instruction is about to
take place;
• Engagement of the students during the learning process/es;
• A formative evaluation of the engagement effort.
• Post-Engagement Phase
 Conceptually, the post-engagement phase is the point in which the
pre-engagement and engagement process are examined. It is at
this point that summative evaluations are conducted,
remediation(s) and, methodological revisions occur.

16. Relevance to the
Teaching-Learning Effort
• Pre-Engagement Phase
 The relevance of this phase is significant. The pre-engagement
phase will have a profound affect on the ease of instruction and,
the level of learning and engagement on behalf of the students. If
the learning materials such as: the textbook, syllabus, objectives,
goals, expectations and lessons are not developed wholly and
effectively, it will undoubtedly have a negative affect on teaching
and learning overall. Increased and unnecessary stress and anxiety
will be elevated by a lack of preparation at this phase.
• Engagement Phase
 The relevance of the teaching-learning effort during the
engagement phase will have a dramatic impact on the overall
effectiveness of:
• The course design;
• The level in which the goals and objectives were met; and,
• Overall learning outcomes.

17. Relevance to Teaching-Learning
Effort Continued…
• Post-Engagement Phase
 The relevance of the post-engagement phase is critical to
understanding the success of the completed course and identifying
areas of strength and weakness in the pre-engagement and
engagement phases and processes. Acquisition and analysis of the
this information is vital to any future courses that.

18. Adult Education Perspective on
Activities
By definition, adult education is concerned with the instruction of adults.
• Pre-Engagement Phase
 During this phase, adult education is concerned with the
development of the curriculum, syllabus, objectives and goals as
they relate to adult learners.
• Is the syllabus designed to accentuate previous learning?
• Are the objectives and goals conducive to adult learners?
• Engagement Phase
 During this phase, adult education is concerned with the delivery
of instruction and assessment(s) as they relate to adult learners.
• Is the method of delivery advantageous to adult learners?
• Are the activities and projects planned for adult learners?
• Are the learners able to utilize previous knowledge to build
upon and deepen the content knowledge?

19. Adult Education Perspective on
Activities
• Post-Engagement Phase
 During this phase, adult education is concerned with the overall
effectiveness and outcomes of the pre-engagement and
engagement phases.
• How effective was the overall design, development,
implementation, execution, acquisition and experience for the
adult learners?

20. Educational Psychology
Perspective on Activities
By definition, educational psychology is concerned with exploring,
through scientific research, the psychological, social and systemic
dynamics involved in the three following phases of college instruction.
• Pre-Engagement Phase
 Student readiness
 Instructor readiness
 Validity and reliability of test development/selection
• Engagement Phase
 Physical environment
 Instructional support
 Social-cognitive process of module implementation
• Post-Engagement Phase
 Methodology
 Assessment methods
 Remediation

21. Further Research Needed
• Pre-Engagement Phase
 Pre-assessments
 Grouping
 Structure and development of lesson units or modules
• Engagement Phase
 Instruction delivery effectiveness and methodology
 Effectiveness are materials
 Effectiveness of extended resources
 Formative and summative assessments
• Post-Engagement Phase
 Student performance
 Instructor performance
 Methodology
 Remediation methods

22. “While the improvement of instruction can occur through
training, coaching, critical friends groups, study groups,
and other reflective processes, one of the most obvious
and direct ways to improve teaching is to have teachers
continuously work with others to improve the quality of
their lessons and examine student work to determine
whether those lessons are assisting all students to achieve
at high levels” (p. 97).
- Dennis Sparks (2002)

23. RESOURCES
Mandernach, B. (2003). Writing quality learning objectives. Retrieved from
http://www.park.edu/cetl2/quicktips/writinglearningobj.html
Martinez-Pons, M. (2001). The psychology of teaching & learning: A three-step
approach. (1st ed.). New York, NY: Continuum.
Martinez-Pons, M. (2003). Overview of a pedagogy of college instruction. The
continuum guide to successful teaching in higher education (pp. 10-23). New
York, NY: Continuum.
Rose, M. (2008). Differentiation. Teacher Scholastic, 1(3). Retrieved from
http://www.eht.k12.nj.us/~jonesj/differentiated%20instruction/Newsletter%203
%20proofed.pdf
Sparks, D. (2002). Designing powerful professional development for teachers and
principals. Retrieved from http://www.learningforward.org/news/sparksbook/
sparksbook.pdf
Svinicki, M., & McKeachie, W.J. (2011). McKeachie's teaching tips: Strategies,
research, and theory for college and university teachers. Belmont, CA.:
Wadsworth.