“Student learning is remarkably complex . . .” So begins the second sentence of a lengthy article proposing a research-based conceptual framework that identifies cognitive
During the pandemic the support we’ve received from and been able to offer to colleagues has offered a sliver of light during a season of
Why is online discussion worth discussing? For starters, many conversations about this unique form of interaction have centered on its merits. Is it better or
As Regan Gurung pointed out in his May 2020 article, teaching during the pandemic merits analysis. The fast transition to online instruction was terribly challenging
There’s advice and there are activities that can help develop students’ abilities to offer constructive feedback and use the feedback they receive from peers to
Exemplars are “carefully chosen samples of student work which are used to illustrate dimensions of quality and clarify assessment expectations” (p. 1315). In addition to
Teachers can’t monitor what’s happening in multiple groups. Students, on the other hand, know exactly what’s happening in their group—who’s contributing what in the group
In last week’s column I highlighted work that proposes ways of increasing the impact of the feedback teachers provide students. Doing so requires more feedback
Student feedback literacy—Is it meaningless academic jargon or destined to become a trendy handle? Neither is my hope for this moniker. While the term was
I write regularly about the value of making mistakes and the potential of learning from them. No, I’m not advocating making mistakes on purpose; most
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