The two professors who developed this assignment created it “to help us engage more directly with students about their writing.” (p. 146) Most teachers who now assign writing emphasize that it’s a process, not something a writer sits down and does all at once.
Every now and then I like to bring another voice into the classroom. The students have their say, I have my say, and the assigned reading has its say. A guest speaker can be a nice way to shake up this routine, and video
For non-traditional students who are working adults or are returning to school years later, the transition to college can be intimidating. Several of my students have expressed how hard it is to learn new concepts. Many feel their minds aren’t as “sharp” as
When using groups, teachers can form the groups or they can let students select their group members. When the groups are only working together for a class period or part of one, who forms the groups is less critical. However, recent research results
At this point in my career, I am expected to mentor others. It’s something I enjoy and it has never felt like an obligation. However, I haven’t given much thought to exactly what mentoring is, how best to do it, and why it’s a worthwhile
Cheating continues to be a pervasive problem in college courses. Institutions have policies designed to prevent it and faculty employ a range of strategies that aim to catch those who do. And still the problem persists. A study at a university in
Most students find it difficult to think of famous historical personalities as real people. They also read texts without realizing that there are tangible personalities behind them. I have found one of the most effective ways to give flesh and blood to the past
We know a lot about teaching and learning, but our knowledge is scattered across three separate domains.
Educational research
The first knowledge domain is centered on the world of educational research that’s been advancing what we know about teaching and learning for more than a hundred
The design of assignments, that is, the actions required to complete them, shapes the learning that results. We know this, but do we make the most of what we know when we design and select assignments?
I’ll try to make the point with
I’ve been asked to give a talk that explores some of the top teaching-learning lessons learned in the past 15 years. It’s a good reflection exercise that also brings up those lessons we haven’t learned or aren’t yet finished learning.
I’m figuring the best place
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