In “Let’s Solve the Right Damn Problem: Intentional Teaching with Technology” we talked about using backward course design to align technology with the course materials and learning activities.
How does this design approach play out in today’s college classroom? Let’s look at
We’ve all experienced failed learning activities, such as painful class sessions, online disasters, or group projects gone wrong.
When we analyze what went wrong, we usually wring our hands and lament the state of college students today, but is it possible that we ourselves
Flipped learning environments offer unique opportunities for student learning as well as some unique challenges. By moving direct instruction from the class group space to the individual students’ learning spaces, time and space are freed up for the class as a learning community to explore
I don’t know a single teacher who doesn’t try to use questions to encourage student interaction. The problem is that most of us don’t spend a whole of time thinking about the kinds of questions we’re asking students, how or why we’re doing it, and
Multiple-choice tests don’t get much respect. Maybe it’s because they’re associated with memorization, old-fashioned standardized tests, and other situations in which the answer is likely to be “C.”
Yet when properly designed, multiple-choice tests can be a vital addition to your testing tool box. Outlined
My wiper blades needed to be replaced. I hate these kinds of tasks; they make me feel completely inadequate. But I was doing a lot of reading about learning, and I was looking for concrete examples in my own life to help me better understand
To continue reading, you must be a Teaching Professor Subscriber. Please log in or sign up for full access.
Research in cognitive theory suggests that small, timely interventions in any type of classroom environment can maximize learning for our students. One approach to using such interventions would be to use them in the opening minutes of class, at the midway mark, and in the
To continue reading, you must be a Teaching Professor Subscriber. Please log in or sign up for full access.
Three articles in the February issue of the Teaching Professor newsletter deal with peer learning—a large category that includes activities through which students learn from and with each other. Peer learning gets troublesome for many faculty due to the idea that students are teaching each
Magna Publications © 2024 All rights reserved