Student Learning
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 ...
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?
Most teachers already spend time regularly reviewing course content. What’s different with these approaches is that they get students doing the reviewing and they do so with activities that model evidence-based exam preparation strategies.
We know a lot about study strategies—how they can be used to improve exam performance and promote a deeper understanding of the material. We also know that many students are attempting to learn course content ...
How much do your students know about effective study strategies? Most students think they know what works, but their knowledge is anecdotal and experience based. Much research has been conducted on study strategies, with some ...
As instructors, we often assume that students must learn from us and no others. But feedback on performance is one of the most important factors to learning, and peer feedback can fill in the gaps ...
Consider this scenario: Two sections of an art history course taught by two different instructors. Both professors show slides of paintings—six paintings each by 12 different painters, a total of 72 paintings. Professor A shows ...
Class discussions present teachers with a number of different challenges, including the often limited number who participate, those who make comments but do so without having done the reading, and the many students who, as ...
Maybe we should be making a stronger pitch for student-led study groups. There’s all sorts of research documenting how students can learn from each other. But, as regularly noted here and elsewhere, that learning doesn’t ...
The easier description of metacognition is “thinking about thinking.” To be metacognitive implies having knowledge of cognitive processes and having the ability to regulate them. In the case of students, that's knowing about study strategies, ...
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