It’s a great question and not one most of us ask ourselves as often as we should. Is creating or reconstituting a course a design process, or is it more like course assembly? Even though instructional designers are more visibly present than they used to
Almost 70 percent of students in 10 sections of an introductory biology course reported that the instructor provided a justification for using active learning in the course. That’s encouraging. Students need to know the rationale behind what we ask them to do in the course.
Some students are habitual offenders while others never miss a deadline. So, what’s the best way to deal with late assignments, missed exams, and other deadline delinquencies? A tough hardnosed policy with consequences or something a bit more responsive to busy schedules and complicated lives?
I’m on a quest for ways to get students using those study strategies that make them better learners. When the strategy goes by the label “test-enhanced learning” it isn’t an easy sell, and it’s even harder when students find out that means asking and answering
Long careers provide opportunities to look back, and I found myself doing a bit of that of late. It’s not so much to reflect on what I’ve learned as what I still don’t know. What still puzzles me about teaching and learning? What remains unanswered,
Do you teach one of those courses that promotes lots of student anxiety? Nowadays that seems to apply to all sorts of courses. Student are convinced they can’t learn what we’re teaching, worry they won’t do well on the tests, and become filled with anxiety
I just read a review of the literature on class discussion. It’s from 2013 so there’s more that could be included in the review, but there’s one feature of the literature that I don’t think has changed. Like so many other common teaching and learning
I recently reread an old post I wrote way back in 2011. The issue is still salient—how students intend to study for exams and how they actually do. Most students have good intentions regarding exam preparation. If asked, they will tell you they plan to
I’m sure you’ve noticed that student interest perks up whenever there’s a mention of potential test questions. I wonder if we could be taking more advantage of that interest. Truth be told, we should be as interested in these questions as students are. Studying by
There are lots of reasons and research that support students taking their own notes as opposed to relying on teacher-provided notes and/or slides. What’s changed of late is how today’s students take notes. Research from 2012 (cited in the reference below) reported that almost a
Magna Publications © 2024 All rights reserved