Guidelines for Teaching @MIT and Beyond

Linked from this page are components of MIT's adaptation of the Guidelines on Learning that Inform Teaching originally created and published by the University of New South Wales. These research-based guidelines have been grouped into three broad categories of teaching practice and instruction--design, delivery, and assessment. Each guideline below links to a page providing information about the research that supports the guideline, as well as links to explanations and examples for implementation. 


An effective way to design a unit of instruction is to think about what students should know and be able to do afterwards. By specifying intended learning outcomes for students, you will be able to form a clearer picture in your mind of what teaching and learning activities will help students achieve those outcomes. Likewise, learning assessments should also be aligned with the intended learning outcomes.


The way that you present material in your course, as well as the choices you make about how your students will engage with course content can have profound impact on student learning.  Use your intended learning outcomes to guide your content delivery choices and shape your classroom environment.


Assessment is the systematic collection of data to monitor the success of a program or course in achieving intended learning outcomes for students.  Assessment is used to determine: (1) what students have learned (outcome); (2) the way they learned the material (process); and (3) their approach to learning before, during, or after the program or course.


This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported LicenseCreative Commons License