Teaching and Learning Resources
Please note that all resources listed here are licensed under CC By-NC-SA.
Principles of excellent teaching
Principles of excellent teaching have been developed from interviews with 18 CUHK teachers who have been awarded a Vice-Chancellor’s Award for Exemplary Teaching. These principles underpin the University’s teaching and learning policy – the Integrated Framework for Curriculum Development and Review – and many of the activities that are run in CLEAR. The results are published in:
- Kember, D., Ma, R., McNaught, C., & 18 exemplary teachers. (2006). Excellent university teaching. Hong Kong: Chinese University Press.
- Kember, D., & McNaught, C. (2007). Enhancing university teaching: Lessons from research into award-winning teachers. London: Routledge Falmer.
Some rubrics for teaching and learning
| Resource name | Brief explanation and link |
|---|---|
| Rubric — Active learning | Use this rubric to plan and assess your active learning style; in word so you can tailor to suit your need. checklist_active_lessons.doc |
| Rubric — Assessment | Rubric for peer or group evaluation; it’s in word so you can tailor to suit your need. Peer_eval.doc |
| Rubric — Course evaluation (early) | This is an evaluation form you can use to get feedback from students early in the course; helps shape your teaching and pick up & clarify stuff early with students – desired learning outcomes, knowing what is required (assessments) and develop sound study habits. Do it in about week 4 and make sure to give student feedback in the following week. Midterm CTE Evaluation Form.doc |
| Rubric — Course evaluation (mid) | This is an evaluation form you can use to get feedback from students later in the course; shape your teaching and help students focus on achieving the learning outcomes, completing assignments. Do it in about week 7-8 and make sure to give student feedback in the following week. Midterm CTE Evaluation Form.doc |
| Rubric — Teacher evaluation | This is an evaluation form you can use to plan your class and teaching practice. You can also use it as a way to get feedback from students in the course. Rubric_Teaching_Skills.pdf |
| Rubric — Project marking guide | This project marking guide first requires the student to reflect on his/ her process of learning, and then allows the teacher to give feedback based on progressive levels of thinking evident, based on Blooms taxonomy – Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation. These progressive levels require a higher level of abstraction and thus the demonstration of effective critical thinking skills. The course outline should explain the five levels of achievement more fully. Rubric_Project_Marking_Guide.pdf |
| The nature of learning at university | This paper discusses the nature of learning at university level, how information relates to knowledge, and describes different levels of cognitive reasoning that differentiate between surface and deep understanding of knowledge. Learning_at_university.doc |