Motivation
"For as long as assessment is viewed as something we do 'after' teaching and learning are over, we will fail to greatly improve student performance, regardless of how well or how poorly students are currently taught or motivated." - Grant Wiggins, EdD., President and Director of Programs, Relearning by Design, Ewing, New Jersey
Video: Instructional strategies are techniques instructors use to assist students in becoming independent, strategic learners. In this video , I review some of my Innovative Authentic Assessment Strategies which I use for effective teaching.
See my reflective journal Statistics in Action - From theory to Application
As an educator, my primary goal is to create an engaging and inclusive learning environment that empowers students to become confident, critical thinkers and skilled practitioners. This section reflects on my teaching effectiveness, illustrating how I present new information, facilitate student engagement, respond to diverse needs, and continuously improve my teaching practices. I reflect on the following:
What are my teaching strategies?
Why do I use them?
How do I know these strategies are effective?
My Teaching Effectiveness: Reflections and Insights
As part of my student-centred teaching philosophy as a facilitator and mentor in my courses, I cater to the needs of my students in various ways. As an effective educator, I am deeply committed to fostering an inclusive and engaging learning environment where students are encouraged to take an active role in their education. I create an environment which is collaborative and engaging to promote student learning, where students feel encouraged to explore, question, and connect ideas. My teaching philosophy is grounded in the principles of constructivism, emphasizing the integration of theory and practice, and the importance of continuous reflection and improvement.
My Innovative and Inclusive Teaching Methods
Easy Reading Highlights
In this section, I provide a reflective account of my innovative and inclusive teaching journey at The UWI, emphasizing active learning, personalized feedback, and the integration of technology to empower students and promote lifelong learning in my courses.
This account is supported by evidence in the hassle-free links section 'Selected Course Design and Assessment Innovations'
Supporting evidence and impact are provided in the section entitled 'Summary of Evidence and Impact-based Reflective Questions Guiding My Teaching'
My Reflective Account of Effective Teaching
As an educator at The University of the West Indies (UWI), I am deeply committed to fostering an inclusive and engaging learning environment where students are encouraged to take an active role in their education. My teaching philosophy is grounded in the principles of constructivism, emphasizing the integration of theory and practice, and the importance of continuous reflection and improvement. Through innovative teaching methods, personalized feedback, and the creation of Open Educational Resources (OER), I strive to empower my students to achieve their fullest potential and develop a lifelong passion for learning.
In the Introduction to Probability and Statistics (DISC 1011) and Advanced Statistics and Research Methods (PSYC 6013) courses, I have implemented various strategies to enhance student learning and engagement. I present new information through lectures, multimedia resources, and interactive tutorials. Each lecture is accompanied by detailed slides, videos, and screencasts to illustrate complex statistical concepts. Employing flipped classroom techniques, I introduce foundational concepts through pre-class assignments, allowing class time to be devoted to discussions, problem-solving, and hands-on activities. This approach facilitates active learning and encourages students to take responsibility for their learning process. The evidence of this method's success includes lecture slides, screencasts, videos, pre-class assignments, and interactive tutorials, all contributing to enhanced student engagement and understanding, as evidenced by active participation and improved performance in assessments.
Reflection and refinement of learning are integral parts of my teaching methodology. I incorporate regular formative assessments, such as online quizzes and polls, which provide immediate feedback to students. These assessments help students identify areas of strength and weakness, allowing them to focus on areas needing improvement. I encourage reflective practices through guided projects and peer review sessions, where students can discuss their approaches and receive constructive feedback from their peers. One-on-one consultations further support this reflective process, enabling personalized feedback and guidance. The impact of these practices is seen in students' ability to identify strengths and weaknesses, leading to targeted improvements and higher performance. Positive student feedback underscores the value of personalized guidance and support.
The effectiveness of assessments in evidencing student performance is demonstrated by the alignment of assignments, problem sets, and exams with course objectives. Each assessment is designed to measure specific learning outcomes, such as understanding statistical concepts, applying statistical software, and interpreting data analysis results. The course structure of PSYC 6013 includes bi-weekly online quizzes, problem sets using SPSS, and a final research project, all directly linked to the course objectives. The high pass rates and positive feedback from students indicate that these assessments effectively measure their performance and understanding.
My feedback is timely and constructive, aimed at guiding students towards improvement. I provide detailed comments on assignments and exams, highlighting strengths and suggesting areas for improvement. Online discussion forums and one-on-one consultations allow for continuous interaction and personalized feedback. The effectiveness of my feedback is evidenced by improvements in student performance and positive evaluations from students regarding the clarity and helpfulness of my feedback.
Student evaluations consistently highlight my strengths in clarity of instruction, accessibility, and making complex topics understandable. They appreciate the interactive nature of my classes and the use of diverse teaching methods. However, some students have indicated that the course pace can be challenging, particularly for those with weaker backgrounds in statistics. To address this, I have adjusted the pacing of my lectures and provided additional resources and support for students who need it. These adjustments have resulted in improved student comprehension and reduced challenges.
I have consistently solicited feedback from students through various channels, including formal course evaluations, informal surveys, and direct communication during and after classes. This feedback is invaluable for identifying areas for improvement and understanding student needs. I actively incorporate this feedback into my teaching practices, such as adjusting course content and pacing and introducing new instructional methods to enhance learning outcomes. Continuous improvements in teaching practices based on student feedback have led to enhanced learning outcomes and higher student satisfaction.
Strengths identified include my ability to make complex statistical concepts accessible, my innovative use of multimedia and interactive teaching methods, and my dedication to student success. Problems identified primarily revolve around the varied levels of statistical background among students, which can create challenges in ensuring all students keep pace with the course. I have addressed these challenges by providing additional support and resources and adapting my teaching methods to cater to different learning needs. These efforts have positively impacted student understanding and engagement.
Peers who have observed my classes have noted my strong organizational skills, clear communication, and effective use of technology in teaching. They have praised my ability to create an engaging and supportive learning environment. Some peers have suggested that I could further enhance student engagement by incorporating more collaborative group work and peer-led activities. I have taken this feedback into consideration and integrated more group projects and peer review sessions into my courses, resulting in increased student engagement.
When teaching problems have occurred, such as students struggling with certain concepts or technical issues with online platforms, my response has been proactive and solution-focused. I have adapted my teaching methods, provided additional resources, and sought feedback to understand and address the issues. These responses have generally been successful, as evidenced by improvements in student understanding and satisfaction. For example, when students found certain advanced topics challenging, I provided more introductory materials and additional tutorials, which helped them gain confidence and improve their performance.
In addition, the creation and presentation of Open Education Resources (OER) for Advanced Statistics and Research Methods for Psychology (PSYC 6013) have significantly enriched my teaching practice by fostering a more collaborative, accessible, and innovative learning environment. The process has allowed me to design comprehensive, high-quality educational materials that are freely available to a global audience, promoting inclusivity and lifelong learning. This has enhanced accessibility and inclusivity in education, providing high-quality resources to a wider audience, and improved student engagement and understanding through innovative and interactive materials. (See Building Statistics Education Capacity ).
Hosting workshops both in and outside UWI has expanded my impact beyond the classroom, enabling me to share expertise and foster a community of learners. These workshops, including the WiDS Datathon and Statistics Clinic Workshops, have provided hands-on experience and practical skills in data science and statistics to a diverse audience. Positive feedback from workshop participants indicates a high level of satisfaction with the content and delivery of the workshops. Participants have gained valuable skills in data analysis and visualization, and many have expressed increased confidence in their ability to apply these skills in their academic and professional pursuits. (See Building Statistics Education Capacity and Workshop and Forum Facilitation ).
In summary, my teaching effectiveness is evidenced by the tangible improvements in student learning outcomes, the high levels of student satisfaction, and the widespread recognition of my innovative teaching methods. These accomplishments reflect my dedication to providing a high-quality education that empowers students and promotes lifelong learning.
For more aligned examples from this reflective account, see Selected Course Design and Assessments Innovations with hassle free links below.
Selected Course Design and Assessment Innovations
Please see my exciting course assessments designed for effective teaching, with updates and improvements.
Through innovative teaching methods, personalized feedback, incorporation of generative AI and the creation of Open Educational Resource (OER), I strive to empower my students to achieve their fullest potential and develop a lifelong passion for learning. By employing diverse instructional strategies, I cater to different learning styles and promote a comprehensive understanding of the subject matter. I consistently reflect on the approaches I use in the classroom and how they impact my students. Here is an overview, linked to relevant evidence and impact from two current courses in my teaching responsibilities: Introduction to Probability and Statistics (DISC 1011) and Advanced Statistics and Research Methods (PSYC 6013) .
For more information about these courses, including course outlines, see Course Materials.
HASSLE FREE: By clicking any of the following links below, it will send you directly to that specific sub-topic!
Summary of Evidence and Impact-based Reflective Questions Guiding My Teaching
Here are Reflective Questions which cover the themes I use to improve the learning experiences of my Students, my fellow educations and myself.
Please click the dropdown box to learn more about my strategies related to each of these, along with relevant evidence and discussions about the impact.
1. Presenting and Engaging with Content
How do I present new information and provide opportunities for students to actively engage with content?
I present new information through lectures, multimedia resources, and interactive tutorials. Each lecture is accompanied by detailed slides, videos, and screencasts to illustrate complex statistical concepts. I employ flipped classroom techniques, where foundational concepts are introduced through pre-class assignments, allowing class time to be devoted to discussions, problem-solving, and hands-on activities. This facilitates active learning and encourages students to take responsibility for their own learning process.
Evidence:
Lecture slides, screencasts, videos and interactive tutorials (See section Interactive Learning Strategies for more on my Interactive Temperature Checks, Flipped Classroom and Guided Discussions)
Interactive Assessment Example: DISC 1011 - Statistics Meme Assignment Highlights
Impact: Enhanced student engagement and understanding, as evidenced by active participation and improved performance in assessments.
Reflection and refinement of learning are integral parts of my teaching methodology. I incorporate regular formative assessments, such as online quizzes and polls, which provide immediate feedback to students. These assessments help students identify areas of strength and weakness, allowing them to focus on areas needing improvement. I encourage reflective practices through guided projects and peer review sessions, where students can discuss their approaches and receive constructive feedback from their peers. One-on-one consultations further support this reflective process, enabling personalized feedback and guidance.
Evidence:
Formative assessments (online quizzes and polls), guided projects, peer review sessions (as part of the Guided project submissions), and one-on-one consultations.
Example: Reflection on lecturing PSYC 6013
Students are able to identify strengths and weaknesses, leading to targeted improvements and higher performance. Positive student feedback on personalized guidance and support.
The effectiveness of assessments in evidencing student performance is demonstrated by the alignment of assignments, problem sets, and exams with course objectives. Each assessment is designed to measure specific learning outcomes, such as understanding statistical concepts, applying statistical software, and interpreting data analysis results. The course structure of PSYC 6013 includes bi-weekly online quizzes, problem sets using SPSS, and a final research project, all directly linked to the course objectives. The high pass rates and positive feedback from students indicate that these assessments effectively measure their performance and understanding.
Evidence:
Bi-weekly online quizzes, problem sets using SPSS, and a final research project.
Impact:
High pass rates (100%) and positive student feedback indicate effective measurement of performance and understanding.
My feedback is timely and constructive, aimed at guiding students towards improvement. I provide detailed comments on assignments and exams, highlighting strengths and suggesting areas for improvement. Online discussion forums and one-on-one consultations allow for continuous interaction and personalized feedback. The effectiveness of my feedback is evidenced by improvements in student performance and positive evaluations from students regarding the clarity and helpfulness of my feedback.
Evidence:
Detailed comments on assignments, exams and projects, online discussion forums, and one-on-one consultations.
Example: Video Reflection on Statistics Meme Highlights where students received feedback on their creations (Also see evidence in Reflection on Use of Humour in the Classroom)
Impact:
Improvements in student performance and positive student evaluations on the clarity and helpfulness of feedback.
I consistently solicited feedback from students through various channels, including formal course evaluations, informal surveys, and direct communication during and after classes. This feedback is invaluable for identifying areas for improvement and understanding student needs. I actively incorporate this feedback into my teaching practices, such as adjusting course content and pacing and introducing new instructional methods to enhance learning outcomes.
Evidence:
Formal course evaluations, informal surveys, and direct communication with students.
Example: Reflection on Interactive "Temperature Checks" which provide informal feedback on how students feel about specific topics in the course.
Impact:
Continuous improvements in teaching practices based on student feedback, leading to enhanced learning outcomes and higher student satisfaction.
What teaching strengths and problems have been identified?
Strengths identified include my ability to make complex statistical concepts accessible, my innovative use of multimedia and interactive teaching methods, and my dedication to student success. Problems identified primarily revolve around the varied levels of statistical background among students, which can create challenges in ensuring all students keep pace with the course. I have addressed these challenges by providing additional support and resources and adapting my teaching methods to cater to different learning needs.
Evidence:
Example: Reflection on Peer Observations and Feedback provides a valuable resource for me to revise my methods.
Impact:
Positive impact on student understanding and engagement. Additional support and resources have helped address the varied levels of statistical background, leading to improved student performance.
Student evaluations consistently highlight my strengths in clarity of instruction, accessibility, and making complex topics understandable. They appreciate the interactive nature of my classes and the use of diverse teaching methods. However, some students have indicated that the course pace can be challenging, particularly for those with weaker backgrounds in statistics. To address this, I have adjusted the pacing of my lectures and provided additional resources and support for students who need it.
Evidence:
Example: Reflection on Student Feedback which provides an overview of course evaluations and student comments at the end of the semester. Student Testimonials also provide support and motivation for me as an educator.
Impact:
Positive student feedback on clarity, accessibility, and interactive teaching methods. Adjustments to course pacing and additional resources have improved student comprehension and reduced challenges.
Peers who have observed my classes have noted my strong organizational skills, clear communication, and effective use of technology in teaching. They have praised my ability to create an engaging and supportive learning environment. Some peers have suggested that I could further enhance student engagement by incorporating more collaborative group work and peer-led activities. I have taken this feedback into consideration and integrated more group projects and peer review sessions into my courses.
Evidence:
Impact:
Improved organizational skills, clear communication, and effective use of technology. Increased incorporation of collaborative group work and peer-led activities has enhanced student engagement.
When teaching problems have occurred, such as students struggling with certain concepts or technical issues with online platforms, my response has been proactive and solution-focused. I have adapted my teaching methods, provided additional resources, and sought feedback to understand and address the issues. These responses have generally been successful, as evidenced by improvements in student understanding and satisfaction. For example, when students found certain advanced topics challenging, I provided more introductory materials and additional tutorials, which helped them gain confidence and improve their performance.
Evidence:
Adaptations to teaching methods, additional resources, and feedback from students.
Example: See Selected Teaching Footage where I provided extra videos resources and screencasts to support students.
Impact:
Successful resolution of teaching problems, evidenced by improvements in student understanding, confidence, and satisfaction. Enhanced ability to tackle advanced topics and increased student performance.
Creating and presenting OER has significantly enriched my teaching practice by fostering a more collaborative, accessible, and innovative learning environment. The process has allowed me to design comprehensive, high-quality educational materials that are freely available to a global audience, promoting inclusivity and lifelong learning.
Evidence:
Developed comprehensive lesson plans, multimedia content, and accessible resources aligned with the ADDIE model.
Example: Faculty Cafe Presentation on Building an OER
Example: Open Education Resource Development for Advanced Statistics and Research Methods
Impact:
Enhanced accessibility and inclusivity in education, providing high-quality resources to a wider audience. Improved student engagement and understanding through innovative and interactive materials. Promoted lifelong learning and continuous improvement in teaching practices. Fostered a collaborative learning environment, encouraging the sharing of knowledge and resources among educators and students. Empowered students to take ownership of their learning through easily accessible and well-structured educational resources.
Response:
Hosting workshops both in and outside UWI has expanded my impact beyond the classroom, enabling me to share expertise and foster a community of learners. These workshops have included the WiDS Datathon and Statistics Clinic Workshops, which have provided hands-on experience and practical skills in data science and statistics to a diverse audience.
Evidence:
Inaugural WiDSTT Workshop Series and feedback forms.
Impact:
Positive feedback from workshop participants indicates a high level of satisfaction with the content and delivery of the workshops. Participants have gained valuable skills in data analysis and visualization, and many have expressed increased confidence in their ability to apply these skills in their academic and professional pursuits.
My teaching effectiveness is grounded in a commitment to innovation, inclusivity, and continuous improvement. By integrating diverse teaching methods, actively soliciting and utilizing feedback, and creating accessible educational resources, I strive to provide a high-quality learning experience for all students.
Comprehensive teaching strategies and materials.
Positive feedback from students and peers.
Successful workshops and OER initiatives.
Impact:
Enhanced student engagement, understanding, and performance. Continuous improvement in teaching practices and professional development. Positive contributions to the broader educational community through workshops and open resources.