instructional change
A previous column on how hard it is to sustain instructional change has got me thinking more about the change process. For years I’ve suggested that our efforts to change need to be more targeted. ...
We start new courses with a raft of good intentions, especially when they begin during this season of resolutions. We aspire to have assignments graded promptly, learn students’ names quickly, wait patiently for answers, try ...
Who knows what it might be? At this point no one can say for sure. However, it's a pretty good bet it won't be the same. Some scholars, Michael Wertheimer and William Woody among them, ...
“We are very good at teaching students how to solve problems for which we already know the answers. The challenge is to teach them strategies for tackling problems we've yet to solve.”
So, the fall semester is about to begin and you’ve decided to try something new in one or more of your courses. Maybe it’s a different quizzing strategy, a revised assignment, or a new group ...
Someone sought me out recently to say that she’d tried something I had recommended and it didn’t work. “You need to stop recommending that to people,” she told me. “How many times did you ...
I’ve started to notice a couple of consistencies in our instructional practice that concern me. First, there’s the consistency in practices across courses, regardless of level. I mentioned in a previous post that ...
I’m working my way through a 33-page review of scholarship on instructional change in Science, Technology, Engineering and Math (STEM) disciplines. The authors reviewed an impressive 191 conceptual and empirical journal articles. However, what ...
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