TEN GUIDING

PRINCIPLES OF
TEACHING
AND PRACTICAL EXAMPLES FOR

THE CLASSROOM AND

BLACKBOARD
Mr. Juan Carlos L. Mendoza​
Division of Antipolo
1. CREATE AN ACTIVE LEARNING ENVIRONMENT

In order for students to gain knowledge from the

presentation of information, they should actively
participate in their learning. "Active learning
provides opportunities for students to talk and listen,
read, write, and reflect as they approach course
content through problem-solving exercises, informal
small groups, simulations, case studies, role playing,
in class questions and other activities, all of which
require students to apply what they are learning
and/or think about what they are learning as they are
learning"
 A. EXAMPLES OF BLACKBOARD USE:
3

1. Provide case studies, quizzes, and problems for students to study, reflect upon and answer to their
best ability.
2. Have students prepare a “minute paper” to answer “what was the most important thing you learned
in this class?” and “what important question remains unanswered?”. Have the students submit this paper to
the Digital DropBox.
3. Design electronic slide presentations 7 to 10 minute segments. Post the slides in Course
Documents. Then link students to a short Blackboard quiz or Discussion Board forum with
questions about the materials they just studied.
4. Provide links to useful resources on the web.
5. Consider using the glossary to encourage students to expand their knowledge of the vocabulary of
the discipline.
6. Post weekly learning achievements.
7. Use the Discussion Board to promote active participation outside of class. Include topics that
require some research. Discussions can be used for course content or open content of student
interest.
8. Consider holding virtual classroom sessions to deliver problems or questions. Consider having
students compete to respond first. If quantitative, have them show their work
 2. FOCUS ATTENTION

"Students in introductory courses often

cannot tell what is central from what is
peripheral, foreground from background,
superordinate from subordinate" (Angelo,
1993, p. 4). Focus the attention of students on
the aspects that matter most
 EXAMPLES OF BLACKBOARD USE:

1. Post the syllabus, potentially updating goals and objectives on a unit-by-unit basis. Include
learning objectives, course goals, course requirements, deadlines, tasks, expectations, etc.
2. Consider using the Discussion Board or a Survey to allow students to provide input into the goals
and objectives, projects, etc. for the course.
3. Provide a course outline/schedule or post deadlines to the calendar.
4. Post information about the course that is clear and complete.
5. Post learning objectives within the unit in Course Documents and in the syllabus.
6. Post documents to support required tasks in a timely manner.
7. Post quizzes to assess student progress.
8. Set up Tasks in Blackboard for students to focus on the work to be done and to track their
progress.
9. Get students in the habit of checking Blackboard regularly. Routine posting of announcements,
perhaps with hints, tips, comments, etc. motivate students to check back frequently.
10. Use an Assignment, Discussion Board forum, or Quiz to ask students something about the task at
hand. For example: What does a particular item accomplish? What is the usefulness of the topic?
What input is needed for solving a long-range decision?
 3. CONNECT KNOWLEDGE

"The more meaningful and appropriate

connections students make between what they
know and what they are learning, the more
permanently they will anchor new
information in long-term memory and the
easier it will be for them to access that
information when it's needed"
 EXAMPLES OF BLACKBOARD USE:
7

1. Post examples of how covered material relates to prior knowledge.

2. Design quizzes that tie prior knowledge to current knowledge.
3. Provide links to resources dealing with prior knowledge.
4. Include links to related sites or video clips related to the new material.
5. Utilize a variety of materials (audio clips, video files, images, animations, etc.) to help students
relate new material to their past experience. Check with the textbook publisher for materials
designed for Blackboard.
6. Develop a visual map for each course module and show how topics relate to one another.
7. Have students “paraphrase part of a lesson for a specific audience and purpose,” an assessment
technique Cross and Angelo (1993) called “Directed Paraphrasing” (pp. 213-235). They can post
this in the Discussion Board for all students to review and comment.
4. HELP STUDENTS ORGANIZE THEIR KNOWLEDGE

Information without organization and

context does not promote learning.
"Information organized in personally
meaningful ways is more likely to be
retained, learned, and used"
EXAMPLES OF BLACKBOARD USE:

1. Have students construct time lines that illustrate sequential events.

2. Have students contribute news items or other information that relates the information to their
major or career.
3. Organize posted course documents in a meaningful way.
4. Have students create a "Concept Map" (Cross & Angelo, 1993, pp. 197-202) using the White
Board during a Virtual Classroom session or using PowerPoint and posting it in a Discussion
Board forum on the topic at hand. Students are to diagram major concepts and how they relate to
each other. For example, direct students to write "Democracy" in the center of the screen, then
around it, add related terms, people, or concepts that come to mind.
5. Provide external links to recognized expert information on the topic.
 5. PROVIDE TIMELY FEEDBACK

"Regular feedback helps learners efficiently direct

their attention and energies, helps them avoid major
errors and dead ends, and keeps them from learning
things they later will have to unlearn at great cost. It
also can serve as a motivating form of interaction
between teacher and learner, and among learners.
When students learn to internalize the voice of the
'coach,' they can begin to give themselves corrective
feedback"
EXAMPLES OF BLACKBOARD USE:
11

1. Post a Discussion Board forum about homework assignments, quizzes and tests.
2. Regularly post announcements highlighting key points of any quality student
discussions or
submitted work for that period.
3. Use quizzes with feedback that clarify correct answers when an incorrect response is
entered.
Consider using frequent short quizzes.
4. Use anonymous surveys to allow students to express questions about course content
or concerns
about how the class is being conducted.
5. Use the grade book to provide timely dissemination of grades.
6. DEMAND QUALITY

"Expect more and you will get more. High

expectations are important for everyone-- for
the poorly prepared, for those unwilling to exert
themselves, and for the bright and well
motivated. Expecting students to perform well
becomes a self-fulfilling prophecy"
EXAMPLES OF BLACKBOARD USE:

1. Provide a rubric or grading criteria by which students will be evaluated. Make sure the criteria are
available from the beginning of the course. If a specific format is expected, indicate or provide the format.
2. Post examples of what you consider unacceptable work, minimum standard work and excellent
work. Use un-editable formats such as PDF or screen captured images to prevent direct copying.
3. Allow students to evaluate and "grade" an assignment. This will give them a chance to take the
instructor's perspective in evaluating work.
4. Identify and highlight components of exceptional current student work and share this with the class.
5. Ensure integrity. Post course policies for citing other work. Indicate that work must be original
from the student's own efforts. Provide a link to the student handbook
(http://www.bradley.edu/ccd/stuhndbk99.pdf) "Standards of Conduct",
6. Post Frequently Asked Questions about the handling of the course or the course content.
7. Make expectations very clear in the beginning – dates, deadlines, late work, plagiarism, etc.
Perhaps issue a “contract” at the beginning of the course to outline responsibilities and expectations.
7. BALANCE HIGH EXPECTATIONS WITH
STUDENT SUPPORT

Keep expectations of the students high, but

provide ample support for those who have
less exposure to or ability in the subject.
 EXAMPLES OF BLACKBOARD USE:
15

1. Require students to do their own research of the subjects being studied. Have them research
respected organizational or journal web sites and write a review to share in the Discussion Board.
2. Compile and share student-researched resources and post them in the External Links section or in
the Discussion Board.
3. Maintain high grading standards. In making and grading assignments, provide students with an
assignment criteria or grading guidelines.
4. Consider holding online-office hours.
5. Establish group pages to provide accessible means for students to work together and support each
other.
6. Provide timely feedback to student questions and work.
7. Provide Frequently Asked Questions on course topics and course procedures.
8. Consider creating and encouraging the use of an open Discussion Board to allow students to
support each other.
9. Consider using the glossary for terminology that is new to students and inform them that the
glossary is active.
8. ENHANCE MOTIVATION TO LEARN

"Motivation to learn is alterable; it can be

positively or negatively affected by the task, the
environment, the teacher, and the learner"
EXAMPLES OF BLACKBOARD USE:

1. Post intriguing questions on the Discussion Board.

2. Consider creating a scavenger hunt within the Assignments area.
3. Have students share news articles related to the course topics.
4. Have students develop materials specific to their major.
5. Include students in the decision of what Discussion Board forums to create. Consider establishing
a Discussion Board policy.
6. Use realistic cases.
7. Use pre-tests to demonstrate to students any gap of knowledge.
9. ENCOURAGE FACULTY-STUDENT AND
STUDENT-STUDENT INTERACTION AND
COMMUNICATION

"Frequent student-faculty contact in and out of class

is a most important factor in student motivation and
involvement. Faculty concern helps students get
through rough times and keep working. Knowing a
few faculty members well enhances students'
intellectual commitment and encourages them to
think about their own values and plans" (Chickering
& Ehrmann, 1996, p. 2). This concept applies
equally to studentstudent interaction
EXAMPLES OF BLACKBOARD USE:
19

1. Use email, discussion boards, chats, virtual classrooms to foster instructor-student

interaction.
2. Consider setting a specific time during the week for online office hours using the Chat
tool.
3. When assigning team projects, establish and promote the use of Blackboard Group
pages to
encourage students to communicate and share information with each other online.
4. Post staff information and complete contact information with faculty preferences (e.g.
do not call
me at home, or you may call me at home until…).
5. Establish clear guidelines for how e-mail should be handled in the course. Have
students include
the course and section number in the subject line.
6. Consider developing a chat policy that may include expectations on appropriateness,
professionalism, rules for staying on topic, referencing other students posts, spelling,
participation,
etc.
10. HELP STUDENTS PRODUCTIVELY MANAGE THEIR TIME

"Time plus energy equals learning. Learning to

use one's time well is critical for students and
professionals alike. Allocating realistic amounts
of time means effective learning for students
and effective teaching for faculty
EXAMPLES OF BLACKBOARD USE:

1. Announce major class events, assignments and approaching deadlines.

2. Consider listing all important course events on the calendar (exams, project due dates,
presentations…).
3. Allow the students to choose the due date on one assignment.
4. Set deadlines for projects to help students meet course competency goals.
5. Balance the workload throughout the semester.
SUMMARY
Ten Guiding Principles
of Teaching
1. Create An Active Learning Environment
2. Focus Attention
3. Connect Knowledge
4. Help Students Organize Their Knowledge
5. Provide Timely Feedback
6. Demand Quality
7. Balance High Expectations With Student Support
8. Enhance Motivation to Learn
9. Encourage Faculty-student and Student-student
Interaction and Communication
10. Help Students Productively Manage Their Time
THANK YOU
Mr. Juan Carlos L. Mendoza
Teacher 2, Division of Antipolo City