October 2024
This semester I am teaching an undergraduate biology course on biofeedback, self-regulation, and intergenerational resilience. One of the books we read is Robert M. Sapolsky's Why Zebras Don't
“Feedback must become a basic component of course design. Since grading drains the teacher’s time to design assignments, monitor results, and make improvements, its importance must be downgraded. Ultimately instructors can best aid the feedback process by designing assignments with clear, relevant objectives, and redesign them in light of students’ learning. That requires sophisticated disciplinary knowledge and knowledge about the biological and psychological processes of learning. All that’s demanding, but the acquisition and correction of such knowledge is the exciting intellectual core of teaching.
A true story: by the time I’d reached the ninth grade, I had a well-earned reputation as a jerk, albeit
Student feedback literacy—Is it meaningless academic jargon or destined to become a trendy handle? Neither is my hope for this
Formative writing assessments, like writing-to-learn activities, provide instructors with valuable and ongoing insights into student learning. Often ungraded, these
Magna Publications © 2024 All rights reserved
