Tag: student learning
It’s easy to get focused on how much students don’t know. We all have stories—such as my student who, when I said “paradigms,” heard “pair of dimes”—that we laughingly share with colleagues. Much more serious ...
“Practice makes perfect!” Although the perfection part remains elusive, we’ve all experienced how practice improves performance. But why? What changes during practice? And why do those changes result in better performance? Those questions matter to teachers ...
Paul Feigenbaum’s article (2021) on failure changed how I think about it. I’ve written a lot about failure—advocating for it and what it contributes to learning—and Feigenbaum agrees: failure plays a powerful role in learning. ...
Two readings triggered my thinking about contrasting images for education. In Charles Dickens’ Hard Times, Mr. Thomas Gradgrind tells us that education is stuffing facts into the minds of students. The more, the better. The ...
At the end of an article that summarizes research on self-regulated learning, Bjork et al. (2013) noted for their research on the topic, discuss evidence-based answers to questions that students frequently ask about exams, studying, ...
Last September, we issued a call for information on handouts—how do you use them, how well do they work, what learning goals are they especially well-suited to accomplish? As with previous calls, you responded with ...
My interest in making exams more about learning and less about grades continues. I’m also a realist: exams will always be about grades. But could they please be at least a bit more about learning? ...
A few years ago, educator Chris Emdin came to our community college campus to give an opening-of-school lecture to faculty. As the author and champion of what he calls “reality pedagogy,” Emdin delivered a passionate, ...
I write regularly about the value of making mistakes and the potential of learning from them. No, I’m not advocating making mistakes on purpose; most of us slip up plenty without prior planning. The problem ...
At this point, clickers and other electronic tools that encourage student interaction are accepted instructional practices and commonly used in large courses. What they offer that other instructional strategies don’t is a means for every ...
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