Pre Loader

Providing Clear Directions and Explanations

4a: Providing Clear Directions and Explanations

Advising Subject Matter Expert(s)

Featured Faculty

Module References

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: 7 research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco, CA: Jossey-Bass.

Berrett, D. (2015, September 21). The unwritten rules of college. The Chronicle of Higher Education. Retrieved from 

BrckaLorenz, A., Cole, E., Kinzie, J., & Ribera, A. (2011, April). Examining effective faculty practice: Teaching clarity and student engagement. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. Retrieved from 

Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (3rd ed.). San Francisco, CA: Jossey-Bass.

Chase, B., Germundsen, R., Cady Brownstein, J., & Schaak Distad, L. (2001). Making the connection between increased student learning and reflective practice. Educational Horizons, 79, 143–147.

Chesebro, J. L. (2003). Effects of teacher clarity and nonverbal immediacy on student learning, receiver apprehension, and affect. Communication Education, 52, 135–147.

Chesebro, J. L., & McCroskey, J. C. (2001). The relationship of teacher clarity and immediacy with student state receiver apprehension, affect, and cognitive learning. Communication Education, 50, 59–68.

Cooper, T. (2007–2008). Collaboration or plagiarism? Explaining collaborative-based assignments clearly. Essays on Teaching Excellence: Toward the Best in the Academy, 19(1). Retrieved from 

Cornelius, T. L., & Owen-DeSchryver, J. (2008). Differential effects of full and partial notes on learning outcomes and attendance. Teaching of Psychology, 35, 6–12.

Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.

Erickson, B. L., Peters, C. B., & Weltner Strommer, D. (2006). Teaching first-year college students, Revised and Expanded Edition of Teaching College Freshmen. San Francisco, CA: Jossey-Bass.

Filene, P. G. (2005). The joy of teaching: A practical guide for new college instructors. Chapel Hill: University of North Carolina Press.

Gliessman, D. H. (1987). Changing complex teaching skills. Journal of Education for Teaching, 13, 267–275.

Lang, J. M. (2008). On course: A week-by-week guide to your first semester of college teaching. Cambridge, MA: Harvard University Press.

Larson, R. B. (2009). Enhancing the recall of presented material. Computers & Education, 53, 1278–1284.

Metcalf, K. K., & Cruickshank, D. R. (1991). Can teachers be trained to make clear presentations? Journal of Educational Research, 85, 107–116.

Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.

Smith, L. R. (1982). A review of two low-inference teacher behaviors related to performance of college students. Review of Higher Education, 5, 159–167.

Sorcinelli, M. D. (n.d.). Explained course material clearly and concisely. IDEA. Retrieved from 

Titsworth, S. (n. d.). Translating research into instructional practice: Instructor clarity. Retrieved from 

Weimer, M. (2013). Learner-centered teaching: Five key changes to practice (2nd ed.). San Francisco, CA: Jossey-Bass.

Weimer, M. (2015, November 18). Are we clear? Tips for creating better explanations. Faculty Focus. Retrieved from 

Wieman, C. (2010). Basic instructor habits to keep students engaged. Retrieved from the Carl Wieman Science Education Initiative at the University of British Columbia website: 

Zull, J. E. (2002). The art of changing the brain: Enriching teaching by exploring the biology of learning. Sterling, VA: Stylus.

Join Our Newsletter