In a writing, Arthur W. Chickering and Zelda F. Gamson forth about 7 (seven) principles of good learning practices that can be used as a guide in an effort to improve the quality of learning, both for teachers, students, principals, government, and other parties related to education.

Below is presented the essence of the seven principles and to help you remember, I make “Donkey Bridge” with the title CRAFT HIT

1. Encourages Contact between Students and Faculty

The frequency of contact between teachers and students, both inside and outside the classroom is a very important factor for improving student motivation and engagement in learning. With frequent contact between teachers, students, teachers can better raise awareness of their students. Teachers can help students when passing through difficult times. Similarly, teachers can try to maintain the spirit of learning, improving students’ intellectual commitment, encouraging them to think about the values of their own as well as helping to plan his future.

2. Develops RECIPROCITY and Cooperation among Students

Efforts to improve student learning better than the team is done through individual race (solo race). Good learning is like a good work that is collaborative and social, not competitive and isolated. Through working with others, students can increase their involvement in learning. Sharing of ideas and responses the others can further sharpen the thinking and deepen understanding of something.

3. Encourages Active Learning

Learning is not like I’m watching sports or film shows. Students are not just sitting in class listening to teachers, memorizing material packages have been packaged teachers, or teachers to answer questions. But they have to talk about what they learned and can write, associate with past experiences, and apply them in daily life they are. They must make what they learn as part of her.

4. Gives Prompt Feedback

Students need appropriate feedback on performance and adequate so that they can take advantage of what he learned. When someone starts learning, students need help to assess the knowledge and competence available. In class, students are often given the opportunity to perform and receive suggestions for improvements. And at the end, students should be given the opportunity to reflect on what has been learned, what still needs to know, and how to assess themselves.

5. Emphasizes Time on Task

Time + energy = learning. Used the time well is something that is very important for students. Students need help in learning effective time management. If Allocates a realistic amount of time that is equal to effective learning for students and effective teaching for teachers. Schools should be able to define the expectations of time for students, teachers, principals, and other staff to build a high performance for all.

6. Communicates High Expectations

Expect more and you’ll get more. High expectations are important for all people. Expecting students to perform or do well in turn will encourage teachers and schools to work extra hard and try to fill.

7. Respects Diverse Talents and Ways of Learning

There are many ways to learn. The students came up with the talent and learning style of each there is a strong in math, but weak in the language, there is good in practice but weak in theory, and so on. In this case, students should be given opportunities to show his talents and learn the way they work each. Then they are encouraged to learn in new ways, that maybe this is not easy for teachers to do so.

On the other hand, Arthur W. Chickering and Zelda F. Gamson said that teachers and students assume the role and important responsibilities for improving the quality of learning, but they still need help and support from various parties to establish a learning environment conducive to good learning practices. As for the definition of the environment include: (a) the sense of a strong common purpose, (b) concrete support from school principals and educational administrators to achieve the objectives; (c) adequate funds in accordance with the objectives, (d) policies and procedures consistent with the objectives; and (e) a continuous evaluation of the extent to reach purpose.

Adaptation from: Arthur W. Chickering and Zelda F. Gamson. Seven Principles for Good Practice in Undergraduate Education.

Education, Good Practice Learning, Learning Method