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Thomas Angelo's (1993) 14 Principles For Improving Higher Learning

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Thomas Angelo identified 14 principles from 50 years of research that were consistently correlated with positive student outcomes. The principles focus on actively engaging students, making clear the structure and goals of what is being learned, providing feedback, finding real-world applications, adopting high expectations, and balancing intellectual challenge with academic support. Angelo calls this his "teacher's dozen" of solid principles for effective teaching.

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Thomas Angelo's (1993) 14 Principles For Improving Higher Learning

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eltcan
354 views2 pages
Thomas Angelo identified 14 principles from 50 years of research that were consistently correlated with positive student outcomes. The principles focus on actively engaging students, making clear the structure and goals of what is being learned, providing feedback, finding real-world applications, adopting high expectations, and balancing intellectual challenge with academic support. Angelo calls this his "teacher's dozen" of solid principles for effective teaching.

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Thomas Angelo identified 14 principles from 50 years of research that were consistently correlated with positive student outcomes. The principles focus on actively engaging students, making clear the structure and goals of what is being learned, providing feedback, finding real-world applications, adopting high expectations, and balancing intellectual challenge with academic support. Angelo calls this his "teacher's dozen" of solid principles for effective teaching.

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354 views2 pages

Thomas Angelo's (1993) 14 Principles For Improving Higher Learning

Uploaded by

eltcan
Thomas Angelo identified 14 principles from 50 years of research that were consistently correlated with positive student outcomes. The principles focus on actively engaging students, making clear the structure and goals of what is being learned, providing feedback, finding real-world applications, adopting high expectations, and balancing intellectual challenge with academic support. Angelo calls this his "teacher's dozen" of solid principles for effective teaching.

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Thomas Angelo's (1993) 14 Principles for Improving Higher Learning

A review of 50 years of research on learning revealed a set of 14 factors that


were consistently correlated to positive student outcomes. Noting that "Nothing is
so useless as a general maxim." (Lord Macaulay), Angelo calls this his "teacher's
dozen" of solid principles to teach by.

He maintains that student performance is greatest when students:

Principle Implication
are more actively than Have students explain to others, in
1 passively engaged in their different contexts, having
academic work. rehearsed.
focus their attention by being
aware, or made aware, of the Point out the landmarks in the body
2 basic structure of what is to be of content, especially for novice
learned, and the priorities in students.
the subject content elements.
set and maintain explicit, high, Ask students to write down specific
but realistic goals, and which learning goals, compare them to
3 are aligned with the teacher's goals of other students, and to
goals. yours.
meaningfully connect new Provide many examples, analogies,
4 information to prior metaphors, etc. Ask students to
knowledge. provide them.
successfully identify and
Probe student knowledge and
5 unlearn erroneous previous
identify "icebergs" early.
knowledge and bias.
organize subject content in
Show students various ways to
meaningful ways that are
organize the same knowledge.
personally and academically
6 appropriate, and become
Have students construct "mental
models" of the content; give them
aware of their own ways of
feedback on their models.
learning (metacognition).
Don't assume that students
receive and use abundant, understand. Find out what students
7 timely, specific feedback. do with feedback; show students
how you incorporate feedback.
know in detail and in advance
the standards to be used in Provide sample exams and study
8 assessment and evaluation, questions; provide feedback on
and the nature of the practice efforts.
instruments.
Advise students of the real-world
invest adequate time and high time requirements to achieve
9 quality, focused effort. mastery of the content; give
examples.
Direct student attention between
find real-world applications, in the general and the specific.
10 many contexts, to transfer Provide many examples of the
what they are learning. same concept; have students
devise their own.
Ask students about their
perceive and adopt high expectations, let them know yours.
11 expectations of achievement. Put them in contact with previous,
successful students in your course.
Fine tune scaffolding to the learner;
experience a balance of
novices need more, and more
intellectual challenge and
12 academic support experienced students may feel
suffocated by the support given
(scaffolding).
novices.
Communicate that you hold the
clearly perceive the value in content to be valuable; show that
13 what is to be learned. mastery of the content will lead to
other important goals.
Learn students' names; engage
them in dialogue. Challenge
students with assignments that
interact frequently with
14 teachers and other learners. groups perform better than
individuals.De-emphasize
competition for grades and
approval.

Angelo, T. A. (1993). Teacher's dozen: Fourteen general, research-based


principles for improving higher learning in our classrooms.

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