Universal Design for Learning (UDL) is guided by three key principles: providing multiple means of representation, the “what” of learning; providing multiple means of action and expression, the “how” of learning; and providing multiple means of engagement, the “why” of learning. We would like to
The end of a long academic year is probably the time when we are most open to the idea of a rejuvenating instructional experience. In a recent workshop, I heard two teachers describe just such an experience. They team-taught an introductory English lit course with
Peer assessment in groups has been shown to effectively address a number of group process issues, but only if the peer assessment has a formative component. Many studies have shown that if peer assessment is used at the end of a group project, group members
An overwhelming sense of fear can overcome us when we are suddenly asked to teach not only an online course but a compressed one on top of that. By compressed, I mean teaching in eight weeks (or sometimes even less!) a course that is usually
Not all students taking online courses are good self-regulated learners. Authors Rowe and Rafferty believe there are interventions online teachers can use that develop these very necessary skills. Based on an extensive review of research on interventions in postsecondary courses, they suggest four interventions.
Teachers of traditionally discussion-intensive courses can have a hard time translating their classes into an online format. Most courseware has only a forum module, and those may not structurally encourage the students to interact with each other much, for example with “reply” links and threaded
Trying to support students in an online course can create an unsustainable burden on the instructor. “I’ve heard faculty members say things such as, ‘When I first started teaching online, I drowned in my course. I was making myself available 24 hours/seven days a week.
I am on my way to speak at another professional development day at a college. I do these events with misgivings—frequently persuading myself on the way home that I really shouldn’t be doing them.
Some time ago, a colleague and I reviewed the literature on
Lots of good writing on the science of learning is coming out now and it’s needed. For too long we have known too little about learning—I won’t digress into the reasons why. We need to take advantage of this opportunity to learn more about this
I just taught a dear friend how to knit, and in doing so I revisited how very challenging it is to teach something you can do easily.
Knitting, like so many of the skills we teach, including concrete skills like running a lathe and
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