Let s consider research on student evaluations from the standpoint of such practices. Instructional dimensions are teaching traits that are detectable on formative evaluations. Achievement is a direct measure of learning such as performance indicated by exam scores or graded reviews of student work, such as written reports or portfolios. Overall evaluations are measures of general satisfaction, such as are found on summative tools like our own FCQs. Feldman s meta-analyses show that the most important dimension to learning is the teacher s preparation and organization of the course.
Good preparation means that the course materials are structured so as to be cognitively accessible.
Such accessibility is increased by requiring varied uses of the brain-confronting materials verbally, visually, in active discussion, in metaphors and analogies and by requiring repeated engagement of the same materials through various modes both inside and outside of class. The ability to build synapses depends upon an ability to construct interrelated patterns. The importance is easily grasped by comparing the effects of storytelling to poor lecturing. Consider which is retained longer. When brains are stimulated by interest and sense of importance, learning is easier to achieve.