Implementation fidelity—it’s another of those academically impressive descriptions that isn’t nearly as profound as it sounds. It relates to whether a strategy or approach is being implemented as it was originally designed and used. Most often it refers to replicating research, but it has important
As instructors, we want our students to be self-directed learners. We want them to be able to evaluate their submissions and think through their learning process. In fact, thinking about one’s thinking improves understanding of content and assignment submissions (Bowen, 2013). But the challenge is
A year ago I received the worst student ratings of instruction (SRIs) in my 28 years of teaching. On the Likert scale I am normally between 4 and 5 for quality of instructor and quality of the course. Last year, however, my fall term ratings
Whether for a newly minted PhD or a subject-matter expert plucked from outside academia, starting a college teaching career can be daunting. A new faculty member needs a guide, a role model, and a trusted friend to jump-start their success in the classroom. A mentor
Research has shown that using formative assessment to inform instruction is one of the most important components of good teaching (Rosenshine, 2012). While many teachers rely solely on questioning and discussion techniques to gauge a class’s comprehension and learning, formative assessment strategies are needed to
I think the active learning versus lecture debate is finally moving on to more useful questions than which one is better. Now there’s interest in deciding when to lecture and when to use active learning. When do we make those decisions, and are we making
Students can learn from and with each other in groups; that’s been well-established in the research. But student learning in groups doesn’t happen automatically, and it doesn’t happen regularly unless the group activity is carefully designed. The areas listed below identify the essential components of
Online discussions aren’t a new thing anymore; they regularly occur in online courses and courses with online components. What we’ve learned for sure: they’re a mixed bag. On the plus side, they make participation safer. Students can make a post, walk away, and not worry
It is well-known that reflection is a key to learning and retention. Our minds are not computer programs that can simply download information with complete fidelity. Rather, they build knowledge by blending prior content with new information. This process requires a pause in the delivery
We all want students to come to class prepared, having done the readings, and ready to actively participate in discussions and activities. Although the practice is debated, many of us use participation grades to encourage the types of behavior we want to see in class.
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