Have you considered adding five-minute student interviews to your teaching tool kit? Before you calculate how long it would take to interview all of your students and dismiss this idea out of hand, consider how student interviews provide a unique setting and opportunity for you
Exam debriefs are typically that: brief. The tests are passed back, score ranges are revealed, and the teacher goes over the most missed questions, identifying and explaining the correct answer. There may be a chance for students to ask questions, but most sit passively. This
Making college coursework interesting and relevant is a challenge. Recently, I considered using some sort of gaming strategy to motivate my students, but as I thought about what I really wanted them to gain from my class, it became clear that I needed to do
The relatively new Scholarship of Teaching and Learning in Psychology journal has a great feature called a “Teacher-Ready Research Review.” The examples I’ve read so far are well organized, clearly written, full of practical implications, and well referenced. This one on multiple-choice (m/c) tests (mostly
Assignments are one of those ever-present but not-often-thought-about aspects of teaching and learning. Pretty much every course has them, and teachers grade them. The grade indicates how much the student learned by doing them. But is this learning something that students recognize? Too often students
This article is not a Luddite’s rejection of digital technology. Even though I feel some intellectual kinship with Swiss philosopher Jean-Jacques Rousseau in regard to how some tools affect people constitutionally, I readily admit that digital technology has made my job as a teacher much
Twitter’s greatest contribution to information management is the humble hashtag. Previously, most social media information was organized by source. Think of how Facebook is organized around the content contributors rather than content category. But hashtags introduced a method for organizing information by type. I can
The power of games as learning devices is well established, but transforming course content into an actual game is a huge undertaking. After all, gaming companies spend millions of dollars developing each game. A better approach is to incorporate gaming elements into regular course activities.
Over the past 10 years in my online courses, I’ve used scavenger hunting as a fun way for students to investigate a topic, find answers to questions, and create a final project. A scavenger hunt requires students to actively search for a variety of types
Many faculty members express concern that discussion in their online courses is shallow or sparse. What is it that makes meaningful dialogue so elusive in online courses? Some practices in online course design and discussion facilitation can actually encourage superficial dialogue. Faculty grading and feedback
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