Why this article is worth discussing: A lot of us would wholeheartedly agree that active learning works. We have some familiarity with the research that supports it, and we’ve seen its positive effects in our classrooms. Done well, it engages students and overcomes the passivity
In my years as an instructional designer at Indiana University, I’ve heard the same complaint again and again across wholly disparate courses and programs: “I would like more and better student interaction in my online courses.” These teachers have used traditional online discussion boards and
I’ve been doing some reading on failure. Yes, I know, depressing subject, but it’s our need to avoid failure that makes it such a distasteful topic. We—and the reference here is to teachers and students—need to orient ourselves to the learning potential failure offers.
While domestic pigeons prove neighborhood nuisances in major cities, it’s the common house sparrow who rattles rural areas. Look above the entrances to any apartment complex or office building in the Midwest, and you’ll likely find reflective repellent to keep these birds from settling in
My recent column on teaching in troubling times mentions the need for flexibility, and one of my dear colleagues noted that the idea of flexibility needed to be fleshed out. I agree, with one of my first thoughts being I don’t think I’ve ever read
As educators, we need to recognize the difference between the Gen Z students of today and the millennial students of a few years ago. The Pew Research Center designated the last birth year for millennials as 1996. The oldest members of Gen Z, born in
I recently had the great pleasure of reading Bill Bryson’s new book, The Body: A Guide for Occupants. It’s classic Bryson: a fascinating, well-told, hilarious overview of how the seven octillion atoms in every one of us make us what we are. Being a nonscientist,
An engineer once told me that he needed to teach himself engineering in college. By that he meant that his professors would go through sample problems in lectures, demonstrating solution processes for different examples, but that didn’t teach him the underlying thinking that they were
New findings about test anxiety are providing a more nuanced understanding of how it affects performance on exams. So far, the response to students overly anxious about exams has been encouragement: “calm down” and “get yourself under control.” That’s been the advice offered by teachers
It may happen only once in a 50-minute class. It may not take place at all. It may be days before it happens again. Then, suddenly there it is—a learning moment—that one instant in a classroom when teacher and student(s) merge. Until recently, I would
