Breaking Free from Content “Coverage”
Maryellen Weimer
July 13, 2020
Most faculty still think of “covering” as something they do to content, and most have lots to cover. I find it hard to be patient
Most faculty still think of “covering” as something they do to content, and most have lots to cover. I find it hard to be patient
At this point, clickers and other electronic tools that encourage student interaction are accepted instructional practices and commonly used in large courses. What they offer
Time constraints—that’s what faculty consistently report as the reason they don’t implement changes in their teaching. It’s the barrier identified by almost 67 percent of
Failure is a regular column topic—specifically, the need for students and their teachers to reorient to it as an opportunity for learning. Our natural inclination
Students take notes on an assigned chapter—one page front and back. In addition to these notes that preview the content, students prepare reflective notes that
It always takes me longer than I plan when I do anything with my books. I look for one book and see another I haven’t
Transitions are liminal spaces. We move through them from one place to another. In writing, transitions build bridges between paragraphs. They give readers a sense
Students prize course content they deem relevant to their professional aspirations. If they determine it’s not relevant (and they make that decision about lots of
When it comes to making decisions about what happens in courses, students don’t have much say. Teachers decide what students learn, how they’ll learn it,
Are we as objective as we should be about the new teaching techniques we try? The argument that we aren’t, usually put to us by
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