deep learning
Call me crazy, but undergraduate courses should be qualitatively different from their high school antecedents. One key change? At the college level, students should be moving toward understanding things instead of just knowing them. How ...
A few years ago, a student came to see me because she was having trouble passing the Praxis exam, which was delaying her student teaching and her ultimate career goal. She had taken the exam ...
I continue to be concerned that we don’t design learning experiences as developmentally as we should. What happens to students across a course (and the collection of courses that make up a degree program) ought ...
A learning assessment technique (LAT) is a three-part integrated structure that helps teachers to first identify significant learning goals, then to implement effectively the kinds of learning activities that help achieve those goals, and finally—and ...
Here’s one of those articles that really shouldn’t be missed, particularly for those with interest in making teaching and learning more evidence-based. Current thinking about evidence-based teaching and learning tends to be more generic than ...
Interleaving is not a well-known term among those who teach, and it’s not a moniker whose meaning can be surmised, but it’s a well-researched study strategy with positive effects on learning. Interleaving involves incorporating material ...
Reflect on these questions and then discuss them with a colleague, with your department, or with other interested parties:
The evidence that students retain content longer and can apply it better when exams and finals are cumulative is compelling. When I pointed to the evidence in a recent workshop, a faculty member responded, ...
“What did you think about the reading?” can serve as an acceptable discussion prompt if your class is reading a novel, but a question like that doesn’t generate much response when the assigned chapter is ...
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