I was reading an article that describes the attempts of a marketing department to standardize the various sections of an introductory principles of marketing course. What caught my attention and has been following me around since I read it is this: “In all sections students must pass the exams for the course regardless of their grades on other assignments for the class. This keeps students from using group projects to raise their grades.” (p. 12)
Blog » Teaching and Learning
Dealing with Free Riders
Posted Thursday, September 10th, 2009 by Maryellen WeimerWhat makes students hate group work? A 2003 study found that getting a poor grade on a group project and having a free-rider in the group were the two factors most highly predictive of negative attitudes toward group work. Students want to be in groups where the work is shared equally—don’t we all? So what [...]
Writing to Learn
Posted Thursday, September 3rd, 2009 by Maryellen WeimerFor me writing is like a crowbar, it helps me pry apart ideas, chip away at what they mean, get them out in the open where I can see what they’re made of. Writing is the best way I know to become one of those reflective practitioners.
Sharing the Feedback
Posted Thursday, August 6th, 2009 by Maryellen WeimerIn a study exploring what motivates students to provide faculty feedback about teaching and learning, results indicated students find it “desirable” when faculty share the results of the anonymous feedback they have provided the instructor. The study’s author identifies five reasons why it’s beneficial to share feedback results with students.
Knitting Teacher
Posted Tuesday, July 7th, 2009 by Maryellen WeimerEvery teacher aspires for her students to learn and perform well. And in theory every teacher endorses the idea that some students will excel, might come to know as much as the teacher, maybe, after years of dedicated work, even know more than the teacher. But when a student leapfrogs right over the teacher, acquiring the skills and knowledge with such speed and ease, it does test one’s commitment to that theory.
Those Who Can …
Posted Tuesday, June 30th, 2009 by Maryellen WeimerDuring my drive down to Pennsylvania this week, I was listening to an interview with a sculptor. The interviewer asked if he was still teaching. “No, I’m not. Teaching sculpture is easier than doing it. I need to devote my efforts to doing it.” His comment reminded me of that old adage. “Those who can, [...]
The Power of a Good Question
Posted Tuesday, June 23rd, 2009 by Maryellen WeimerWe need to spend more time thinking about the questions we ask students and how they can do more than just test what students know (or don’t know). They can also hook students and pull them into our fascinating content domains.
When Students Say ‘Thanks but No Thanks’ to Feedback
Posted Tuesday, June 16th, 2009 by Maryellen WeimerHere’s something I was surprised to find. A group of researchers in the UK decided to show students how to use written feedback on papers to improve their writing. They collected feedback given students on eight previous writing assignments and had writing tutors review and analyze the comments. Then they looked at the writing assignment students were to complete next, paying special attention to the stated criteria for grading, and developed a specific set of recommendations for each individual student.