I have been doing some reading and thinking about hard courses. Courses need to be challenging, but when they become too hard, students stop trying
Humor is one of my favorite teaching tools. I rely on it—when the room feels tense, when I sense learner drift, if I aspire to
Slow learning—not to be confused with slow learners—is learning that happens gradually, where understanding deepens slowly and skills advance but without immediate noticeable change. Some
Students and questions: it’s a topic written about with some regularity in this publication (and on the Teaching Professor Blog, for that matter). The concern
Exam debriefs are typically that: brief. The tests are passed back, score ranges are revealed, and the teacher goes over the most missed questions, identifying
The relatively new Scholarship of Teaching and Learning in Psychology journal has a great feature called a “Teacher-Ready Research Review.” The examples I’ve read so
Assignments are one of those ever-present but not-often-thought-about aspects of teaching and learning. Pretty much every course has them, and teachers grade them. The grade
Brief—that pretty much describes exam debriefs in many courses. The teacher goes over the most commonly missed questions, and the students can ask about answers
We know students are afraid of making mistakes, often dreadfully so. And so we talk a good line about the learning potential inherent in mistakes.
We’re at that time of the academic year when the daily details begin to pile up. Teach a class, grade assignments, schedule advisees, and prep
