Students regularly talk to one another about homework and course assignments. They discuss what they think the teacher wants, offer advice about what to study, and sometimes look at one another’s work and provide feedback. That feedback runs the gambit from generic commendations like, “that
The scenarios here can be used to explore the salient issues, starting with a deeper understanding of what entitlement involves. Most of the definitions are clear, but pretty generic. The conversation gets interesting when it focuses on what entitlement looks like when students have it
I teach online at an open enrollment institution, which means I get students at all levels of writing ability. Many of them are solid writers with a good understanding of the different steps of the writing process. But I also have students who are just
When an exam approaches, virtually all students agree they need to study and most will, albeit with varying intensity. Most will study the same way they always have—using the strategies they think work. The question students won’t ask is: How should I study for this
It’s a question on every student’s mind, especially those just starting their college careers. Sometimes they ask other students, peers they know and can speak to without feeling foolish. Rarely do they ask the teacher, but they occasionally ask a tutor or other learning professional.
There’s no question that how we teach is important. An abundance of evidence supports the power of approaches that actively engage students in learning. But there’s also no question that how students study (or don’t study) has an equally important effect on their learning, and
I’ve been writing for years that we need to teach in ways that encourage students to take more responsibility for their learning. Recently, it became clear that my thinking on this needed more detail and depth. I’ve been saying that it means students should be
Here’s one of those articles that really shouldn’t be missed, particularly for those with interest in making teaching and learning more evidence-based. Current thinking about evidence-based teaching and learning tends to be more generic than specific. Use any active learning strategy intermittently or even regularly,
Most of the advice students hear on how to study comes from teachers. We offer it verbally in class before and after exams, in online communications, and on the syllabus. We talk about study strategies during office hours, especially when we meet with students who
How well a class functions is the result of both what the teacher does and what the students do. The way we solicit course evaluation feedback reinforces students’ tendency to see the teacher as the one who’s responsible for whether it was a good class.
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