Trying to Do All That Helps Students Learn—It’s Too Much!
In last week’s column I highlighted work that proposes ways of increasing the impact of the feedback teachers provide students. Doing so requires more feedback opportunities and activities—bottom line: more work for teachers. That got me thinking about how much of what I write in the column advocates approaches that involve more work for teachers—for example, using exams to promote learning as well as to generate grades; explicitly working with students on study skills; and incorporating more carefully designed group activities. In fact, it’s a long list and not balanced with columns containing ideas and information with the potential to decrease faculty workload.