I came into education as a mental health counselor and play therapist. In reaching into my psychology bag of tricks for assistance in effectively managing my students, I have found the most help from my play therapy training, particularly the strategies I learned from noted
When learning is presented as a story, students are more likely to understand the material as relevant to their lives. I incorporate the person in teaching and learning, making flexible but structured space for students to consider their relationships to ideas, texts, and other people.
Despite the availability and increasingly widespread use of ancillary textbook materials, so far only limited research has explored their impact on learning. Two psychology professors, both teaching the introductory course in that field, decided to explore that impact, specifically in terms of the use of
Most teaching professionals are heavily invested in the idea that learning isn’t about being able to regurgitate facts on an exam. We also worry, and with good reason, that emphasizing rote learning steals time and effort away from the deeper thinking that we want students
“I just stumbled onto this. . .” I heard the phrase a couple of times in presentations during the recent Teaching Professor Technology Conference. Faculty presenters used it to describe their discovery of an aspect of instruction that worked well, such as an
I have some concerns about flipping courses. Maybe I’m just hung up on the name—flipping is what we do with pancakes. It’s a quick, fluid motion and looks easy to those of us waiting at the breakfast table. I’m not sure those
My interest in participation and discussion continues. How do we use them so that they more effectively promote engagement and learning? A couple of colleagues and I have been working on a paper that deals with how we define participation and discussion.
Assignments are a terribly important part of the teaching and learning equation. They aren’t just random activities that faculty ask students to complete for points and grades; they are the vehicles through which students learn course content. By studying for exams and engaging with content
My colleague, Lolita Paff, has been exploring student attitudes and beliefs about participation. Most of her beginning economics and accounting students describe themselves as “limited” or “non-participants.” They say they don’t participate because they don’t want to look foolish in front of their
Teaching developmental courses poses special challenges in the online environment. In addition to helping students learn the content, the instructor also has to help developmental learners navigate the online classroom. Karen Woodring, an associate professor of English HACC, Central Pennsylvania’s Community College, teaches developmental English
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