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Dee [Fink](Fink www.stlhe.ca)[ www.stlhe.ca](Fink www.stlhe.ca)  \nDee Fink & Associates Consulting Services   \nIf we want our teaching to have a major impact on student learning, what are some ideas that can help us do that? Since 1990, the scholars of teaching and learning have been generating a wealth of new ideas about college-level teaching. All of these are good ideas, but which ones have the most potential to have a high impact on student engagement and student learning? In this article, I offer my list of five high-impact teaching practices. Implementing any one of these can improve almost anyone’s teaching; implementing two or three of them will provide an amazing experience—an experience that will be as exciting for the professor as it will befor the students.  \nIntroduction  \nInN200ation8a,l GSeuorvrgeye oKfuShtuadndent hisEngcaoglleaguemens[aNtSthSEe]  \npresented a list of ten “High Impact Practices”, commonly known as “HIPs” (Kuh, 2008) . These were educational practices that seemed to account for the regular high scores that some institutions received when they used the survey of student engagement. Two years later, Brownell and Swaner (2010) summarized the evidence on five of these high-impact practices: First-year seminars, learning communities, service learning, undergraduate research, and capstone courses and projects. The data in Brownelland Swaner’s report indicate that students who participate in these practices improve in retention, grades, and graduation rates.  \nHowever, in my view as a faculty developer, these HIPs are primarily institutional or curricular practices. That is, most of these are not practices that a professor can incorporate within a specific course that he or she is teaching. This led to the question: Is there a parallel set of high-impact teaching practices (HITPs)?  \nI believe there are. Since the early 1990s, the scholars of teaching and learning have been generating a wealth of new and powerful ideas on college-level teaching (e.g., books on active learning, evaluating student learning, educative assessment, dealing with student diversity, using technology effectively, and flipped classrooms) . While I can  \nvouch, from personal experience and the testimony of others, that all of these ideas are “good,” my perception is that they are not all “equally good.”That is, some seem to have an exceptional ability to create high levels of student engagement and student learning.  \nWhat are the practices that have this potential for being “High-Impact Teaching Practices”? Based on my forty years of working in this field, here is my list of HITPs:  \n1. Helping students become meta-learners  \n2. Learning-centered course design  \n3. Using small groups in a powerful way  \n4. Service-learning/community engagement—with reflection  \n5. Being a leader with your students  \nIn this essay, I describe each HITP briefly and comment on what it can do to help teachers increase student engagement and improve student learning.  \nFive HITPs  \nHelping Students Become MetaLearners  \nA widespread and long-standing lament in higher education is that students do not take a high level of  \nresponsibility for their own learning. Many do not come to class regularly, and while in class, they spend time checking email and Facebook; they don’t put any serious effort into doing their homework. In short, they are not doing what they need to do to be successful learners in college.  \nWhat can we do about this? Over the years, researchers and theorists in higher education have addressed this problem using the concepts of metacognition (Metcalfe & Shimamura, 1994; Harcker, Dunlosky, & Graesser, 1998; Kaplan & Silver, 2013) and self-regulated learning (Pintrich, 1995; Schunk & Zimmerman, 2008; Nilson, 2013) . Many of the recent publications have drawn heavily on the concept of mindset developed by Carol Dweck (2006) . Doyle and","cbCaiilCY6Cu5M1l","https://ap.wps.com/l/cbCaiilCY6Cu5M1l","pdf",606844,16,"English","# Introduction\n## High-Impact Practices (HIPs)\n## High-Impact Teaching Practices (HITPs)\n# Five HITPs\n## Helping Students Become Meta-Learners\n## Learning-Centered Course Design\n## Using Small Groups in a Powerful Way\n## Service-Learning/Community Engagement with Reflection\n## Being a Leader with Your Students","[{\"question\":\"What problem do the five high-impact teaching practices aim to solve?\",\"answer\":\"They target the challenge that many students do not take sufficient responsibility for their own learning, which undermines engagement and achievement.\"},{\"question\":\"How do HITPs relate to earlier HIPs research?\",\"answer\":\"The text reviews HIPs as institutional or curricular practices and then proposes a parallel set of HITPs that professors can apply within specific courses.\"},{\"question\":\"What does “meta-learning” mean in the first HITP?\",\"answer\":\"Meta-learning is described as “learning about learning,” a broader umbrella concept that goes beyond metacognition by including additional factors involved in learning.\"}]","Five High-Impact Teaching Practices - CELT Vol IX | PDF",1792087679]