While examining this approach, I recognized elements of my own teaching method, in that I almost always have students break into groups at some point during a class. When possible, I arrive early to class and arrange the desks and chairs into small groups for student to work collaboratively throughout the period. I also try to present as many perspectives as possible and have students form and articulate their own opinions, which I think empowers them to become well-rounded, critical thinkers. However, I also noticed room for improvement, primarily in some of the rote memorization I’ve required for midterms and tests, which, according to the literature I've reviewed, generally results in cramming and a “hollow victory” for students.
Related to the issue of testing is the inclusion of a multiple choice section in my tests. In the past, I have more or less made my tests 50% multiple choice / true or false and 50% short answer / essay. I structured them in this way primarily to give students with poor English writing skills a greater chance of success at least in the multiple choice section. However, the research behind the LCT approach has proven that short answer and essay-style questions do a superior job of demonstrating whether or not the material has actually been learned. I have since placed less emphasis on multiple choice questions and created more opportunities in class for students to hone their writing skills in preparation for short answer / essay questions on midterm and final tests.
Finally, in the last year I have had numerous opportunities to reflect on not only the type of professor I am striving to be, but also the type of students I desire to teach. In the latter case, I am not referring to personality or competence (which I obviously cannot control), but to shared stage of life. That is, I think it is safe to say that students in their final semester of an undergraduate or post-diploma program have some hesitation about the workforce into which they will soon enter, and this is where I feel I can serve them best. Based on feedback I received from students in my upper year courses, the group benefited from discussions about professionalism, good client service, and critical thinking in the workplace. I also enjoyed the maturity and depth of thought that soon-to-be graduates brought to the classroom. I have thus begun treating these final semester courses as “industry preparation” classes through the inclusion of many real-world case studies and by drawing upon anecdotes from my own work experiences, in addition to the topics covered in the syllabi.