And if that doesn't happen, they're not going to learn deeply. Students have to have that intrinsic motivation and if there's someone else in charge of their education, telling them what to do, then they're not going to become those independent, lifelong learners. So a good teacher is there to inspire and guide the individual but ultimately to help them work on their own and take personal responsibility for their learning. How do the best teachers check their own progress and evaluate their efforts?
In other words how do they know they're being effective? They're constantly looking for results of learning, how much progress their students are making. And it's not just about meeting a particular standard, although that's important. When a student arrives with a weak [academic] background, the teacher has to figure out how much progress that student has made with the teacher's help. That's what's important to the best teachers. We've had this dichotomy in higher education between research and teaching.
And we've failed to recognize that teaching and research have something in common — learning. One is concerned with the learning of the student. The other is concerned with the learning of the faculty member. Over the last 30 years there's been a growing concern about meeting the demands of both. Subscribe to receive weekly updates of MindShift stories every Sunday. Search-Icon Created with Sketch.
KQED is a proud member of. Always free. Sign In. KQED Inform. Save Article Save Article. Claudio Sanchez. May 11, Failed to save article Please try again. Part of our ongoing series of conversations with thinkers and activists on education issues In a year in which we're exploring great teaching , it's a good time to talk with Ken Bain. LA Johnson You focused on college professors in a wide variety of institutions and disciplines.
How do the best teachers prepare? What do the best teachers do in the classroom that's different? Why is that important? How can we calculate the volume of this roll of toilet paper? No one expects it. And also because we can tear off sheets and begin to consider the relationship between the area of those sheets and the volume of the whole roll.
In these cases, and in many others we have observed, one important pattern prevails. Through the power of the questions they raise, these outstanding teachers engage students in doing the discipline even before they know the discipline. While most undergraduate textbooks are organized deductively, moving from general principles to specific examples, teachers who promote deep learning approaches help students to learn inductively, moving from fascinating and important questions to general principles of the discipline.
Probably, but only if they take deep approaches to learning and we ask them the right questions. In a particularly elegant experiment, Scottish researchers Hillary Tait and Noel Entwistle found that deep learners said they liked courses that pushed them to explore conceptual meanings and implications, whereas their surface learning classmates hated such experiences.
Student ratings have their limitations, and it is precisely those limitations that call for clearer notions about what we mean by good teaching. If we think of excellent teachers as those people who help and encourage their students to take deep approaches to their learning, we can begin to identify, as we have done in this essay, those practices and perspectives that achieve those noble ends.
Bain, K. What the best college teachers do. Wineburg, S. Historical thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia: Temple University Press. Ken Bain is the vice provost for instruction, a professor of history, and director the Research Academy for University Learning; James Zimmerman is associate professor of chemistry and the associate director of Research Academy for University Learning—both of Montclair State University.
Join our email list. Search form Search. Download this Issue. Current Issue. Search Articles by Title. Table of Contents Overview. Understanding Great Teaching. My Most Important Teaching Tool. Peer Review. By: Ken Bain and James Zimmerman. Different Student Approaches to Learning Our journey begins with a single experiment in that, at first glance, seems far distant from any questions about teaching quality and how to achieve it.
Investigating Great Teaching We used that simple idea to investigate great teachers. Encouraging a Deep Approach to Learning So what can a teacher do —indeed, what do the best teachers do—to encourage students to take a deep approach to their learning? Previous Issues. See All. Faculty Development for Self-Renewal. This issue of Peer Review presents unique approaches and practical strategies for reinvigorating Read more. While the pace of change in higher education can be slow, general education has emerged as a space Civic Learning in the Major by Design.
Educating students to be responsible, informed, and engaged citizens in their workplaces and the Faculty Collaboratives. Committing to Equity and Inclusive Excellence.
Since , bachelor degree attainment among students from wealthy families nearly doubled, but it New Frontiers in Writing. This issue builds on and explores implications of findings from the National Census of Writing. Advancing Equity and Student Success through Eportfolios. Adoption of eportfolio pedagogies and practices in conjunction with Signature Work provide the Transparency and Problem-Centered Learning. This issue, funded by TG Philanthropy, explores the relationship between high-impact practices and Advancing Collaborative Roadmaps for Student Success.
Sponsored by The Kresge Foundation, this issue focuses on campus, state, regional, and national In a world where college graduates spend the majority of their public lives engaged in work, this This issue, sponsored by the W. Faculty Leadership for Integrative Liberal Learning.
This issue, sponsored by the Teagle and Mellon foundations, offers insights about the central role Quantitative Reasoning. Close examination of the status of women science and engineering faculty at four-year colleges and E-portfolios are now being used in more than half of US colleges and universities. This issue Capstones and Integrative Learning.
The Changing Nature of Faculty Roles. This issue explores the evolution of faculty roles, including the growing dependence on non-tenure Collaborative Leadership for Liberal Education.
This issue explores how campus leaders—presidents, boards, administrators and faculty—can best work This issue focuses on the new changes to the MCAT, which focus more on broad integrative learning This issue centers on how faculty are using high-impact educational practices in individual The Liberally Educated Professional. This issue explores how various professional programs, such as education, engineering, and nursing Returning Adult Students.
Adult students comprise a growing population on college campuses. This issue features a range of Internships and Experiential Learning. Articles in this issue present best practices for creating internships and other experiential This issue explores new strategies for diversifying the faculty and developing their effectiveness Undergraduate Research. This issue highlights undergraduate programs that integrate students into the research community Engaging Departments: Assessing Student Learning.
This issue explores how departments are developing assessment approaches that deepen student Peer Review, Fall, Features articles on best practices in campus study abroad programs, This issue makes the case for a bridge between the undergraduate and public health communities, This issue addresses specific challenges faculty are facing in the classroom today.
It explores Toward Intentionality and Integration. Intentionality and integrative learning, captured in the LEAP vision of essential learning outcomes Student Political Engagement. This issue examines how the academy engages students in their learning today to help them grow as Academic Advising. This issue addresses the role of academic advising in undergraduate education with a special focus Faculty development will play a critical role in efforts to achieve essential learning outcomes for Bringing Theory to Practice.
Assessing Student Learning. As campuses implement more complex assignments, community placements, internships, student research Student Preparation, Motivation, and Achievement. The issue presents data on college readiness, effective strategies for increasing student This issue examines a range of current issues concerning the role and use of technology in student This issue features first-year programs that are designed to facilitate positive transitions for The Creativity Imperative.
This issue focuses on Integrative Learning. Integrative abilities Liberal Education and the Entrepreneurial Spirit. Science and Engaged Learning. This issue explores efforts to improve science education for majors and nonmajors through new forms Challenging the widespread notion that general education is something to "get out of the way as Quantitative Literacy. This issue focuses on quantitative literacy as a key outcome of liberal education and explores Planned in coordination with the Carnegie Foundation for the Advancement of Teaching, this issue This issue focuses on the evolving identities and missions of colleges and universities as they Writing and the New Academy.
This issue focuses on writing as a key outcome of liberal education and explores recent trends in General Education in the New Academy. This issue addresses new models for general education with a focus on models of integrative Educating for Citizenship. This issue focuses on how the academic goals of liberal education are enhanced by civic engagement Purposeful Pathways? A Look at School-College Alignment.
This issue provides a critical overview of school-college alignment efforts and makes the case for
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