The author, Bryan K. Saville, has kindly permitted the TLE to publish this article on our site. Dr. Saville is an associate professor in the Department of Psychology at James Madison University.  In 2002, he received the McKeachie Early Career Award from the Society for the Teaching of Psychology (STP).  Dr. Saville currently serves as associate editor for Teaching of Psychology. 

This list of ideas was generated by more than 70 participants at the Delta Roundtable Dinner on September 16, 2009 following Dr. Aaron Brower’s presentation on five best teaching practices.  Participants were asked to share one simple, easy-to-implement approach for improving learning in their classrooms.  The ideas were collected, compiled, and organized accordingly to the five best teaching practices (learning in context, group-based learning, time on task, increased frequency of feedback, and positive classroom climate).  Please note that the list is mostly unfiltered.  There are many ideas, only some of which will likely appeal to individual readers.  We suggest you browse the list and pick out ideas that resonate with your approach to teaching and the needs of your students.

Helping students become a skillful problem-solver is no doubt one of the most important teaching goals for all instructors. Numerous instructional methods and materials have been developed to enhance learner processing for effective problem-solving for the past two decades. How to implement these teaching techniques, however, continues to present challenges. You are invited to join us to grasp the framework for effective problem- solving while identifying barriers that potentially hold back teaching and learning. Phil Fowler, Mitch Springer, and Nate Williams, of InterEGR 150-SI coordinated this Teaching Improvement Program sponsored by the College of Engineering. Jia-ling Lin, Faculty Associate for Academic Support Services, Engineering General Resources Office facilitated this session.  This video is in continuation of "Supporting Students in Problem Solving."