I’ve put together a lot of bibliographies in my day. They’re more like resource collections than comprehensive listings of relevant published work, which are pretty much impossible when it comes to teaching and learning where the literature spreads across our disciplines and in disciplines devoted
Do you use auto-graded multiple-choice and true-false quizzes and exams? If so, why?
Is it because you’re convinced that these forms of assessment are rigorous and authentic instruments for measuring student learning? Or is it because, given that you are teaching larger enrollment classes
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Educators concerned with the quality of learning and instruction have called for a greater focus on students’ thinking to inform instruction and have offered a variety of pathways for achieving that aim (Brookfield, 2017; Robertson, Scherr, & Hammer, 2015; Simkins & Maier, 2010; Weimer, 2013).
Students can learn from and with each other—that’s supported by multitudes of research and maybe in your own experience as well. The learning doesn’t happen automatically, and the group study doesn’t rule out the necessity of individual study. But study groups can improve exam scores
Do you see the same problems in student assignments time after time? Do you find that your students don’t act on the feedback that you have spent so much time providing?
If students don’t come right out and say they don’t want to work in groups, the nonverbal message comes through loud and clear. “Get together with those sitting near you. I’ve got something I want you to work on as a group.” Some students stretch
Students traditionally receive only the course description and textbook list prior to starting a class. Everything else about the course is learned from the syllabus they get on the first day. But some of the information contained in the syllabus might be valuable to students
“All teachers can improve; most should.” Did someone tell me this or did I make it up? I’ll put it in quotes because I’m not sure, but it’s a one-liner I like. To improve means to get better. It’s about ongoing efforts to teach in
Active learning improves student performance and increases enthusiasm for learning. But despite its known benefits, active learning can be challenging to implement for asynchronous online learners. The most popular active learning techniques—such as think-pair-share, audience polling, and game-based learning—center around students working together in a
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