It’s a question on every student’s mind, especially those just starting their college careers. Sometimes they ask other students, peers they know and can speak to without feeling foolish. Rarely do they ask the teacher, but they occasionally ask a tutor or other learning professional.
There’s no question that how we teach is important. An abundance of evidence supports the power of approaches that actively engage students in learning. But there’s also no question that how students study (or don’t study) has an equally important effect on their learning, and
Even though metaphors for teaching abound, there’s always room for another, and Kim Paffenroth presents a novel one—Glinda, the Good Witch of the North in The Wizard of Oz. He starts by ruling out the other characters in this much-loved tale. Dorothy is the student
Where do your new ideas about teaching and learning come from? Perhaps some come from Faculty Focus and this blog? We certainly hope so! But most college teachers don’t get instructional ideas from the literature. They get them from other teachers, usually in face-to-face or
A learning assessment technique (LAT) is a three-part integrated structure that helps teachers to first identify significant learning goals, then to implement effectively the kinds of learning activities that help achieve those goals, and finally—and perhaps most importantly—to analyze and report on the learning outcomes
How did you learn how to teach? By trying to teach like those who taught you? Through trial and error? By looking for feedback on course evaluations? As an experienced educator, what methods do you now rely to continue your growth as a teacher? Do
I’ve been writing for years that we need to teach in ways that encourage students to take more responsibility for their learning. Recently, it became clear that my thinking on this needed more detail and depth. I’ve been saying that it means students should be
As noted in the Teaching Professor Blog post, student responsibility for learning can happen in three different arenas. First and foremost, students are responsible for their learning. Teachers can encourage and support learning endeavors in a variety of ways, but students must do
“If you know the content, you can teach.”
How many of us have heard this sentiment before? How many of us believe it ourselves?
It is easy to assume that a content expert is automatically qualified to teach a course on his or her
There’s a lot to be gained from considering ideas and arguments at odds with current practice. In higher education, many instructional practices are accepted and replicated with little thought. Fortunately, there are a few scholars who keep asking tough questions and challenging conventional thinking. Australian
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