Author: Maryellen Weimer, PhD
Active learning approaches frequently promote student conversations about the content. As students try to explain things to each other, argue about answers, and ask questions, learning happens. We can hear it and see it. It’s ...
Graham Broad’s piece reminded me of a short critique John Kenneth Galbraith did of his teaching: “How I Could Have Done Much Better.” The honesty of both is courageous and refreshing. Most of us were ...
Thirty-six percent. That’s how much of their grade students believe should be based on effort (Altman et al., 2019). They said 38 percent in one previous survey (Adams, 2005) and 40 percent in another (Zinn ...
A new study in Active Learning in Higher Education (see reference below) motivated me to take another look at the research on student self-assessment. It’s decidedly mixed, which isn’t unexpected given the range of self-assessment ...
The research is clear: students can learn from and with each other in groups. But that learning is not the automatic, inevitable outcome of small group interactions. Dysfunctional group dynamics, such as free riding, leadership ...
I’ve been doing some work on resources related to group work and have been impressed yet again by the amount of scholarship being done on groups both in classrooms and online. Faculty use and study ...
Most courses are reaching or have reached their midpoint. So how are they going? We have our opinions, and they do matter. But what would students say about their courses at this point? Midcourse feedback ...
Every fall now I cull my large teaching and learning article database. Yes, it’s a filing cabinet full of paper copies. Copies were the only option when I started collecting articles. But the cabinet is ...
The need for inspiration came up in a conversation that started with a sigh. “Yeah, the always exciting start of the academic year is over. We’re into that long, mid-course stretch, and I could sure ...
Classroom climate “profoundly shapes” the experience of both instructor and students. That’s a claim made by two authors of a study that looked at syllabi from sociology courses to see what they said about classroom ...
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