The importance of grades to students is difficult to overstate. The teacher arrives in the classroom with a set of exams and papers, and feel
I recently reviewed an active learning workshop, and that’s gotten me wondering about active learning strategies and where we are in our thinking about them.
“Practice makes perfect!”
Although the perfection part remains elusive, we’ve all experienced how practice improves performance. But why? What changes during practice? And why do
A couple of months ago we posted a series of questions about teacher questions—the ones they ask students—and asked for your answers. Here’s a compilation
Course planning for the coming academic year is either underway or about to start. It offers a chance to look at how learning experiences—exams, assignments,
Should students change their answers on multiple choice questions? Believe it or not, that question has been explored empirically rather at length. Is it an
Paul Feigenbaum’s article (2021) on failure changed how I think about it. I’ve written a lot about failure—advocating for it and what it contributes to
Student engagement—Could it be the most common phrase in the teaching-learning domains of higher education? It’s has to be in the running—essential for learning with
I know two faculty members who are top-of-the-line teachers. I’ve seen them teach and interviewed students in their courses. They are two of the best.
How do you study for exams? Are you using evidence-based strategies? Did you know there are ways to study that improve exam scores? Educational psychologists
