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‘Speaking of Higher Ed’ podcast: What defines ‘good’ teaching?

Do you know good teaching when you see it?

The latest episode of Speaking of Higher Ed offers a look at how educators can better understand and promote effective teaching practices.

Lauren Barbeau, PhD, assistant director for Learning and Technology Initiatives at Georgia Tech, discusses the Critical Teaching Behaviors framework. The CTB framework was developed by Barbeau and Claudia Cornejo Happel, PhD, to provide a comprehensive system for instructors and administrators to identify and document good teaching.

The CTB categorizes effective teaching behaviors into six main areas. These categories are derived from a thorough analysis of research focused on teaching and learning. The areas include alignment, inclusion, engagement, assessment, technology integration and reflection. Barbeau explains the inspiration behind creating this framework centered on behaviors and each of the six categories.

Barbeau discusses how this comprehensive guide can help you plan a path to
document your teaching and more.

“We’re also showcasing these are the behaviors that lead to improved student outcomes,” Barbeau said. “So, when you’re doing these things, you can know that you’re an effective instructor and someone reviewing you can know that you’re effective as well.”

Listen now to the Speaking of Higher Ed podcast on your favorite podcast app.

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Speaking of Higher Ed is produced by the Center for Instructional Innovation at Augusta University.

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Augusta University Staff is a collection of talented writers, photographers, students and professionals; all working together to promote and support the amazing impacts and every day wins of Augusta University and the people that make up JagNation.

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Jagwire is your source for news and stories from Augusta University. Daily updates highlight the many ways students, faculty, staff, researchers and clinicians "bring their A games" in classrooms and clinics on four campuses in Augusta and locations across the state of Georgia.

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