Like many professors, I use group projects in my classes. When my students work together on a project, I’m hoping they’ll be able to accomplish complex instructional tasks and support each other’s learning on the project and in the course. In my experience, I’ve found
The idea of “flipping” what happens inside and outside of the classroom has gained popularity quickly and is already an approach known to most faculty and used by many. Claims for its effectiveness were touted initially without much research, but studies on the approach are
The imperative “Help Students Get the Dictionary Habit” is one of the headings in the 2001 edition of John C. Bean’s book Engaging Ideas, specifically in a chapter called “Helping Students Read Difficult Texts.” Bean goes on to describe the importance of annotating unfamiliar words.
What counts for participation isn’t always addressed when we talk with students about the importance of participation. It’s easy to assume that everybody knows what’s involved—but is that a safe assumption?
When considering what qualifies as participation, some behaviors come to mind quickly—asking questions, answering
Students don’t always like working in groups. Ann Taylor, an associate professor of chemistry at Wabash College, had a class that was particularly vocal in their opposition. She asked for their top 10 reasons why students don’t want to work in groups and they offered
The flipped classroom model encourages students to complete preliminary work prior to class so they are prepared to engage in higher-level learning experiences during class. But what happens when students don’t do the preclass work and aren’t prepared to participate?
This can be one of
While preparing for a Teaching Professor Conference session on facilitating classroom discussions (much of which applies to online exchanges), I’ve been reminded yet again of the complexity involved in leading a discussion with students new to the content and unfamiliar with academic discourse. hile preparing
When it comes to instructional tools, few can deny the benefits of using videos in the classroom. Since the days of the filmstrip, this medium has been used to supplement classroom instruction. Today’s classrooms are filled with a myriad of images, video clips, and other
Many students do not arrive in our courses with college-level reading skills. That usually ends up meaning a couple of things. First off, they
I was watching a video of several of my students teaching this week. I had to be away for a conference, and they were scheduled to teach that day anyway, so I asked our Center for Teaching Excellence to record it. I would evaluate them
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