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
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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
Why do students come to class unprepared? Because teachers tend to lecture on the material, and students find it most efficient to let them lecture first and then read later. But if your students came to class prepared, would they acquire a deeper understanding of
Interleaving is not a well-known term among those who teach, and it’s not a moniker whose meaning can be surmised, but it’s a well-researched study strategy with positive effects on learning. Interleaving involves incorporating material from multiple class presentations, assigned readings, or problems in a
When we look at the value of collaborative group work, the research is clear: group work is beneficial to learning. It improves retention, critical thinking, persistence, motivation, satisfaction, engagement, time on-task, and the list goes on and on.
Now, these benefits are not unique to
Good instructional decision-making rests on accurate information. And in the case of tests and exams, we should be seeking student input more often than we do. No, we aren’t asking whether they want exams or what kind of exams they like. We need to know
Regardless of whether you’ve been teaching for 15 years or 15 minutes, how to act and what to do on the first day of class seems to be something many faculty are constantly revising. The impact of the lasting nature of the first impression may
The line between collaboration and cheating is fuzzy. It’s still clear at the edges, but messy in the middle. When students are working in groups, searching for a solution to a problem, looking through possible answers for the best one, or sorting out material to
A lot of good research has been done on participation in college classrooms. Here are some key findings and references that provide excellent background and reasons why working to get more students participating is so important.
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