Principles for Improving Higher Learning in Our Classrooms
Originally published in the AAHE Bulletin in 1993, this classic article by Thomas Angelo lays out fourteen research-based principles about how people learn, from the value of active learning and early feedback to the role of high expectations and motivation. For each principle, Angelo offers a short explanation and one or two practical ideas faculty can try in their own teaching and classroom assessment. His guiding advice is “adapt, don’t adopt,” encouraging instructors to decide for themselves which principles fit their discipline, course, and learners.
Note: This is an external resource originally published in the AAHE Bulletin. CLIME shares it as a recommended reference but is not affiliated with its content or development. Full access requires a UW NetID login.
Key Takeaways
- There are timeless evidence-based principles of teaching and learning that will improve your teaching regardless of your discipline or experience.
- Most can be easily implemented without a deep knowledge of learning theory or a higher degree in education.
Why We Recommend It:
This is a great, easy to read primer that provides principles, applications and inspiration for teachers at any level, but especially those just embarking on a teaching career. Each of these tips has ridden the crest of a medical education scholarship wave in the literature at least once since the article’s publication in 1993.
| Author/Institution | Angelo TA |
|---|---|
| Journal | AAHE Bulletin, April 1993, pp. 3-13 |
| Format | Journal Article (PDF) |
| Access Resource | Read Article (Opens in New Tab) |