This practice focus article deals with strategies for analyzing the thinking levels of university students and for helping university faculty identify the content and skills they are attempting to teach. University professors tend to teach the way that they were taught, primarily using lecture and written examinations. Many times this results in teaching and learning at only the lowest levels of thinking, knowledge and recall. This article provides ideas for developing frameworks for analyzing both the instruction and the assessment of university courses. Strategies are presented for university professors to analyze the instruction in their courses and the assessment techniques they are using. Suggestions are given for expanding the thinking levels of the students and promoting higher order thinking. In addition, ways of improving the variety and range of instructional techniques and assessments are presented.
|Keywords:||Education, Pedagogy, Instructional Strategies, University Teaching|
Associate Professor, Education, Auburn University Montgomery, Montgomery, Alabama, USA
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