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).
You’ve decided you need to update, redesign, refresh your course. Maybe for your own reasons, such poor student performance. Or perhaps you want to try a new technique or a tool. Or maybe your reasons are external, such as a change in the curriculum or
The shift toward student-centered learning has transformed our classrooms, and it’s no longer enough to be a subject-matter expert. Instructors have to not only know the material their students need to learn, but they also have to have a reasonably good grasp of how students
The design of assignments, that is, the actions required to complete them, shapes the learning that results. We know this, but do we make the most of what we know when we design and select assignments?
I’ll try to make the point with
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