earning is a dynamic, complex, and nonlinear process, and graphic organizers can help support this across a wide variety of learners and disciplines. “A graphic organizer is a visual and graphic display that depicts the relationships between facts, terms, and/or ideas” (Strangman et al., 2004,
In our previous article, we explored retrieval practice, spaced practice, and metacognition as strategies that provide more durable learning experiences for students. In our work as learning designers in the Colleges of Earth and Mineral Sciences and Business at Penn State University, we incorporate all
Have you done all you can do to design learning that will truly stick? In this article, we’ll share tips for how we implement three primary learning strategies—retrieval practice, spaced practice, and metacognition—in the courses we support in our roles as learning designers in the
As educators, we need to recognize the difference between the Gen Z students of today and the millennial students of a few years ago. The Pew Research Center designated the last birth year for millennials as 1996. The oldest members of Gen Z, born in
I recently had the great pleasure of reading Bill Bryson’s new book, The Body: A Guide for Occupants. It’s classic Bryson: a fascinating, well-told, hilarious overview of how the seven octillion atoms in every one of us make us what we are. Being a nonscientist,
What would a diverse group of people say if asked, “When you hear the word _________ (fill in the name of your field), what do you think it means?”
College student mental health is currently receiving a great deal of attention. Over the last few years, the frequency and severity of mental health issues reported on college campuses has dramatically increased. In a recent survey, 64 percent of respondents identified mental health–related issues as
Students often put in a great deal of time and energy into learning course material, yet their efforts are often less than fruitful. Week after week, we witness students arriving to lecture—seemingly prepared—armed with planners, Post-its, highlighters, and tablets. With such obvious effort poured into
Call me crazy, but undergraduate courses should be qualitatively different from their high school antecedents. One key change? At the college level, students should be moving toward understanding things instead of just knowing them. How can we introduce and reinforce the difference?
Please show me innovative teaching strategies I can actually use!
As educators, we are often seeking new and exciting ways to engage our students, only to find that our teaching load leaves little time for focusing on the more innovative approaches. This dilemma is compounded
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