Many students don’t do the reading before class. Most surveys report that less than 50 percent of students have read the assigned material before it’s dealt with in class or online. Most faculty don’t need to be persuaded of this fact. They regularly deal with
Fear of student resistance prevents many college teachers from adopting active learning strategies. That’s unfortunate, because these strategies have been shown to significantly increase student learning, improve retention in academic programs, and provide especially strong benefits to traditionally underrepresented student groups. Addressing two key questions
When faculty consider adopting a new instructional approach, there’s always a question about how it will be received by students. Will they engage with it and learn from it, or will they resist, as in complain, participate reluctantly, and give the course and instructor low
If what we’re teaching is relevant to students’ personal lives, future careers, and current success, that’s motivating, Leah Hoops observes and documents with references. If it’s not, students either don’t learn what we’re teaching or don’t learn it very well. Of course, from our vantage
As noted in the Teaching Professor Blog post, student responsibility for learning can happen in three different arenas. First and foremost, students are responsible for their learning. Teachers can encourage and support learning endeavors in a variety of ways, but students must do
The imperative “Help Students Get the Dictionary Habit” is one of the headings in the 2001 edition of John C. Bean’s book Engaging Ideas, specifically in a chapter called “Helping Students Read Difficult Texts.” Bean goes on to describe the importance of annotating unfamiliar words.
Many students do not arrive in our courses with college-level reading skills. That usually ends up meaning a couple of things. First off, they
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,
New Approaches, Instruments and Emphases
Eddy, S. L., Converse, M., and Wenderoth, M. P., (2015). PORTAAL: A classroom observation tool assessing evidence-base teaching practice for active learning in large science, technology, engineering and mathematics classes. Cell Biology Education, 14 (Summer), 1-16.
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Many years ago, a higher-education publication ran a commentary from a faculty member who complained that students were bored by her lectures because she was not entertaining them enough, but that she should not have to entertain them; however, she was wrong.
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