A Follow-up to the Group Testing Article
Maryellen Weimer
February 5, 2014
The January 15 post on group testing generated a nice collection of comments, more interesting alternatives, and requests for references.
The January 15 post on group testing generated a nice collection of comments, more interesting alternatives, and requests for references.
I’ve been doing some presentations on classroom interaction and thinking yet again about how we could do better with our questions—the ones we ask in class or online. Good questions make students think, they encourage participation and I think they improve the caliber of the
A colleague of mine recently engaged with a new technology tool that has changed her life. She purchased and became a vigilant user of the fitness band. This wristband tracks her movement and sleep. Although fitness bands are cool tech tools, their “magic” is rooted
Empirical studies of various sorts have verified that cooperative learning events are related to higher academic achievement more so than are competitive, individualistic learning environments. That doesn’t mean that students always endorse the use of these group structures. Survey research has identified a number of
Edited by Victor A. Benassi, Catherine E. Overson, and Christopher M. HakalaThe book in a nutshell: The title makes the book sound a bit daunting, but what the editors say about it clarifies its content and focus. “The overarching theme of this book is on
The writing style of the standard syllabus is frequently flat, emotionless, and formulaic. It’s made so in part by the list of things that faculty are required to put in the syllabus: contact information, learning objectives, course description, ADA and other policy information, etc. These
Handing back graded work or posting grade results is not usually a favorite course event for teachers. There are always those students disappointed in their grades. Some simply look disappointed; others quickly switch from disappointment to anger. A few take it up with the teacher
Motivation and engagement play a central role in student success and satisfaction. However, the online learning environment poses special challenges. Without proper course design and facilitation it’s all too easy for online learners to feel isolated, bored, and unengaged with the materials. The following are
If you’re looking to improve how you handle online office hours, consider the strategies adopted by Deborah Vietze, professor of psychology and urban education at the City University of New York.
A team project should include some lessons about collaboration. In particular, students need to learn how to do shared document editing. Most people are still using outdated systems and methods of collaboration from the paper age that waste time and create errors. Students need to
