Transparency in learning and Teaching (TILT)
Often, we, as educators, think that instructions to our students could not be more clear. However, how many of us have thought this and then received a lot of questions for more clarity, or had no questions but the assignment was not completed correctly by many of the students? The reason why we should, as educators, become more transparent in our teaching, comes down to an unfortunate truth: access to education does not equal equity of the educational experience. Our presenter, Charlotte Chatto, PT, PhD, shared thoughts and resources from the developer of the TILT framework for designing assignments (Mary-Ann Winkelmes) and her own experiences implementing it in physical therapy education. When all students have a clear understanding of the purpose, task, and criteria for success for each of the assignments in a class, everyone can be more successful and confident, especially those students who may come from lesser privileged academic background (first-generation college students, underrepresented ethnic groups and/or lower socioeconomic status). Using transparent methods can be effective even when they are used occasionally.
For further reading on TILT, here are some useful resources:
- Winklemes, M.A., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., & Weavil, K.H. (2016). A teaching intervention that increases underserved college students’ success. Peer review, 18 (1/2), 31-36
- Transparency in Teaching and Learning: https://tilthighered.com/
Posted by Professor Charlotte Chatto, PT, PhD.
