active learning
A year ago I received the worst student ratings of instruction (SRIs) in my 28 years of teaching. On the Likert scale I am normally between 4 and 5 for quality of instructor and quality ...
I think the active learning versus lecture debate is finally moving on to more useful questions than which one is better. Now there’s interest in deciding when to lecture and when to use active learning. ...
While most faculty think of assessments as used to measure learning after the fact, formative assessment classroom techniques (FACTs) give an instructor a snapshot of where students are in their learning so as to address ...
“Are you having us do this because you didn’t have time to prepare a lecture?” “Our other profs don’t make us do this kind of stuff.” “Aren’t you supposed to be teaching us?” The use ...
Low-stakes assignments include work we have students do that doesn’t count for a large part of the course grade. There’s a strong set of reasons to use these kinds of assignments, but also some challenges. ...
Long before the written word, humans relied on stories to entertain, instruct, and preserve cultural traditions. Storytelling is a fundamental way that humans communicate, and yet it is often left out of the college classroom. ...
Many instructors realize the value of teaching students fundamental concepts rather than focusing on details. A certain number of basic facts may have to be memorized, but beyond that it is generally more important to ...
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 ...
We often think of writing as a reflection of finished thinking, whether it be via a term paper, final exam, or other culminating project. However, writing is also a powerful tool for thinking, to help ...
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.
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