New Approaches, Instruments and Emphases
Eddy, S. L., Converse, M., and Wenderoth, M. P., (2015). PORTAAL: A classroom observation tool assessing evidence-base teaching practice for active learning in large science, technology, engineering and mathematics classes. Cell Biology Education, 14 (Summer), 1-16.
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Mistake # 1 – Let content dictate instructional decision making.
Marshall Gregory, an English professor at Butler University, has written a fine essay that explores the role of content in learning. In the excerpt below, he discusses why we have students learn certain content. Some
The past several decades have seen an interest in learning surge. It’s always been part of our educational endeavors, but the recent focus on it has been intense—that is, for teachers. Our interest is not shared by most of our students. They are still pretty
When hot moments ignite in the classroom, it is important to engage thoughtfully and purposively in strategies that maintain a supportive communication climate. Managing hot moments is a complex endeavor, and it is our responsibility to maintain a climate that is conducive to learning by
Here’s a collection of five different participation policies. I encourage you to use them to stimulate thinking and conversations about how a participation policy’s content and tone can influence learning and classroom climate. Which policies work best—given the course, its content, the instructor, and the
Most of the advice students hear on how to study comes from teachers. We offer it verbally in class before and after exams, in online communications, and on the syllabus. We talk about study strategies during office hours, especially when we meet with students who
Every teacher has strengths and weaknesses. Have you ever tried to list yours? Doing so is a worthwhile activity. I’d recommend doing it in private with a favorite libation—only one, because there is a need to be thoughtful and honest.
I’m still thinking about mid-career
Classroom Assessment Techniques (CATs) are valuable tools for helping faculty find out what students are learning and how well they’re learning it. Since the 1988 release of Classroom Assessment Techniques: A Handbook for College Teachers by Thomas Angelo and Patricia Cross, college teachers have been
How well a class functions is the result of both what the teacher does and what the students do. The way we solicit course evaluation feedback reinforces students’ tendency to see the teacher as the one who’s responsible for whether it was a good class.
Most faculty aspire to engage and involve students in interesting and insightful discussions. But these in-class and online exchanges frequently disappoint faculty. Students come to them unprepared. They engage reluctantly. Their individual and unrelated comments take the discussion in different directions. There can be awkward
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