Author: Maryellen Weimer, PhD
Has teaching improved? It’s a question I’ve been putting to myself here on the backside of a long career. Without beginning benchmarks it’s hard to say for sure, maybe a bit, but not as much ...
Most teachers already spend time regularly reviewing course content. What’s different with these approaches is that they get students doing the reviewing and they do so with activities that model evidence-based exam preparation strategies.
That’s not going to come as a big surprise. What leaves most of us a bit breathless and depressed are the numbers. The study referenced below cites four other studies in which more than 70 ...
We know a lot about study strategies—how they can be used to improve exam performance and promote a deeper understanding of the material. We also know that many students are attempting to learn course content ...
In education, transparency is typically described as making teaching and learning visible. “Transparent teaching involves making the implicit explicit for students so they understand why they are engaged in certain tasks and what role the ...
A conversation with Stephen Chew (who keynoted the 2018 Teaching Professor Conference) got me thinking about examples, mostly how I haven’t read or thought much about them. I wonder if that’s true of a lot ...
No, this isn’t the usual plea urging you to study more. This is about getting you to think about what you do when you study. Based on lots of evidence, researchers can tell you which ...
How much do your students know about effective study strategies? Most students think they know what works, but their knowledge is anecdotal and experience based. Much research has been conducted on study strategies, with some ...
At a workshop not so long ago, we were talking about the over-participator problem—you know, those two or three students who would happily answer every question or express their opinion whenever one is needed. We ...
About 10 years ago, the Teaching Professor Blog found a good home on Faculty Focus, which provided a fitting forum for reaching a large contingent of college faculty beyond the monthly print newsletter. But nothing ...
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