Category: For Those Who Teach
We’re in another academic year that’s got us navigating uncharted waters. Most of us are back on campus and in the classroom. What’s happening at our institutions varies widely: mandates for testing, masks, vaccines—all three, ...
It’s easy to get focused on how much students don’t know. We all have stories—such as my student who, when I said “paradigms,” heard “pair of dimes”—that we laughingly share with colleagues. Much more serious ...
Originally, I added a few lines from a prose poem at the end of the compilation of reader responses to our queries about the questions teachers ask students. I wasn’t sure; the content fit, but ...
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 the tension start to rise. Eyes dart nervously from the ...
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. We do know the answers to two questions. First, active ...
“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 those changes result in better performance? Those questions matter to teachers ...
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, and activities—are sequenced in a course and what they add ...
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 important enough query to merit quantitative analysis? In and of ...
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 learning—and Feigenbaum agrees: failure plays a powerful role in learning. ...
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 unquestioned importance and dutifully intoned by everyone. I was intrigued ...
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