Lately, my favorite days in class have been the rowdy ones. If someone asks me how my classes are going, I can say with genuine happiness, “Great! They were so rowdy today.” What I’m recalling in that moment is a picture of students completely engaged
Artificial Intelligence (AI) has produced a plentitude of apps to help faculty develop lesson content. But it can also create student interactions for that content. This is important as reflection on content is critical for retention. Prompts for that reflection can be as simple as
I’m hopelessly unathletic, which means I’ve usually observed the rituals at the so-called sports school where I teach from a distance—until recently, that is, when a student invited me to something called “tailgating.” My takeaway? The sense of belonging and excitement that I witnessed during
A vital part of preparing to teach is considering what will most benefit the students we encounter. To be successful across a variety of domains, students need instruction on how to engage in critical thinking, synthesize and evaluate information, and self-evaluate their own learning and
While written assessments are the most common tool for measuring learning today, the earliest form of assessment was oral. The Socratic dialectic used by the ancient Greeks, and still used today in Oxford’s tutorial system, combined learning and assessments through a conversation with the student.
How will your class be different in 2024?
Would you engage in a thought experiment with me for a moment?
Technology has allowed online educators to upgrade their teaching material from pages of text to media formats with images, videos, and interactions. But the syllabus generally remains a text-only document. Now some educators are working to bring the syllabus in line with the rest of
A few years ago, while reviewing a student’s feedback on one of my course evaluations, I came across a profound observation. The student described the class, like many science courses, as “stoic,” yearning for more humanity in the learning experience. It struck a chord with
Educators all want teaching to progress, but right now there are two contrary definitions of progress. I call one form of progress transactional teaching and the other transformative teaching, and they are pulling teaching in opposing directions. Let me explain what I mean.
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