Low-stakes assignments include work we have students do that doesn’t count for a large part of the course grade. There’s a strong set of reasons
I sometimes worry that we don’t think about the syllabus as expansively and creatively as we could. We focus, almost exclusively it seems to me,
Do these learning devices deserve a bigger space in our instructional tool boxes? They’re sort of taken-for-granted aspects of teaching and learning. We know where
Do you have students who don’t deliver good work? Sometimes it’s a case of not having the necessary skills, but not always. Students with skills
“The Case for Cold-Calling. . .” I hadn’t finished reading the title before I started thinking, “I need to respond with the case against.” But
In a commentary about to be published in College Teaching, author and teacher Ellen Ballock writes about a set of student papers she found disappointing.
Most teachers still lecture a lot despite evidence showing that straight lecture is less effective than teaching approaches that more actively engage and involve students.
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
As new courses begin, there’s another batch of students and lots of new names to learn. A few among us manage to learn names with,
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
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