For Those Who Teach
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 ...
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 ...
When a discussion didn’t go anywhere. When a group couldn’t seem to work together. When the answer was wrong. When the grade was unexpected. When not all that many students are paying attention.
What’s the best way to put students into groups? It’s the first task that confronts teachers who want students to work together. And the best reply is one of those “it depends” answers. Here are ...
I lost a dear friend last month, the colleague and mentor who taught me more about teaching and learning than anyone else. Over the years, Larry Spence wrote a number of pithy pieces for The ...
Recently I had reason to revisit Paul Pintrich’s meta-analysis on motivation. It’s still the piece I most often see referenced when it comes to what’s known about student motivation. Subsequent research continues to confirm the ...
If there’s a downside to another academic year coming to a successful close, it’s reading course evaluations. This post explores how we respond to those one or two low evaluations and the occasional negative comments ...
There’s plenty of good research on study strategies that promote learning. It’s also well-documented that students don’t always use them. As most of us are well aware, procrastination gets in the way of learning. Cramming ...
Maybe we should be making a stronger pitch for student-led study groups. There’s all sorts of research documenting how students can learn from each other. But, as regularly noted here and elsewhere, that learning doesn’t ...
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