Category: For Those Who Teach
Vivid memories of a writing professor persist. I credit him with teaching me to write, and by that, I mean he got me seeing the unseen in my writing and recognizing rewriting as more important ...
How students discuss content in courses continues to be a concern Whether the exchange occurs the classroom, in a group, or online, most of us have heard students making assertions, never mentioning evidence, feeling free ...
“One of the best ways to be bad at something is to tell yourself that you are bad at it” (Holmes, 2021, p. 293). This applies to students who believe they can’t take tests. “Despite ...
In last week’s column, I cautioned that while peer review has many benefits, these aren’t automatic, and there’s also the potential for harm. Here’s a rundown of the challenges that come with the strategy and ...
Students can learn a lot from peer assessment, whether they look at each other’s written work (papers, lab reports, informal reaction papers); presentations (speeches, panel participation, online discussion facilitation); performances (art, athletics, theatrical musical); or ...
Students need feedback that helps them improve, and that includes identifying their errors. Without corrective feedback, efforts to improve limp along. But do students need what we typically dish out? I was a bit disconcerted ...
How do we get students to collaborate on group projects? Too often their involvement feels forced, their engagement superficial, and their interest minimal. Students do not learn content or develop collaborative skills unless they connect ...
I’ve been refining my thinking about self-assessment with help from a colleague and some reading. Much of what I’ve been considering applies to teacher self-assessment as well. Self-assessment is another of those loosely used terms ...
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 ...
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