It doesn’t make any sense. You worked hard on that assignment, studied long hours for the test. You’re upset—texting complaints and spouting off to friends. Why not talk to me? Let me start with some reasons why you should.
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
Dear Students,
Confused by remote learning? Uncertain? Anxious? Worried? Stressed? Unclear what next week will bring? For many of us faculty, the answer to all these is yes. I am guessing that many of you are experiencing this as well. We are all in this together.
Students take a 10-question quiz at the beginning of class, and it’s graded immediately. The instructor provides some of the answers; the rest are discussed with consideration of the pros and cons of various answers. Students take notes on the quiz during this discussion. The
Dear Student,
As a new academic term gets into gear, there is a good chance you are a little intimidated by all that needs to be done before you get to take your next vacation. You are not alone in feeling the stress and the accumulating
The research is clear: students can learn from and with each other in groups. But that learning is not the automatic, inevitable outcome of small group interactions. Dysfunctional group dynamics, such as free riding, leadership problems, poor time management, and unaddressed conflict frequently compromise learning
Designed as guide for faculty reading groups, this resource includes quotations from and questions about an article on a seldom-studied topic: the connection between course goals and assignments.
This is a required course. To many of you it looks (and may well be) unrelated to your major and your interests. If it weren’t required, you wouldn’t take it. Moreover, it may be a course in which you’ll do things you don’t like to
Most faculty don’t respond enthusiastically to the idea of students doing exam or quiz work together in groups. Nonetheless, the approach is widely used, and the research continues to show significant benefits. Innovative design features like those in the study below answer many faculty objections.
Most students arrive in our classrooms without particularly strong study skills. They procrastinate and overestimate what they know or can cram into their heads before the exam. If they read, they spend lots of time haphazardly highlighting long passages. And they equate memorization with understanding.
Magna Publications © 2024 All rights reserved
