There’s more to the flip than just telling students to complete the work before class and then turning them loose when they arrive in the classroom.
Chaos will emerge. Students will get frustrated. You will get overwhelmed. Learning will not happen.
It’s a simple lesson:
To continue reading, you must be a Teaching Professor Subscriber. Please log in or sign up for full access.
Grading small group work can be a challenge. Most instructors use a combination of individual product and group product, often developing a percentage split based upon the assignment (e.g. 70% individual work and 30% group work).
Good teaching often relies on productive classroom discussion. However, many of us have experienced dynamics in which our discussions take a perilous turn and a palpable tension settles over the class. The precipitating comment may have offered a provocative perspective on an issue—maybe it rather
A large percentage of today’s college students spend a semester or year studying abroad. The purpose of these experiences is to give students a global perspective by learning about other cultures, but often they huddle around their peers without truly immersing themselves in culture.
“If a picture is worth a thousand words, it should be given that much of your time,” says Edward Tufte. Biology professor Amy Wiles says it was what got her started thinking about the importance of visual representations in her field: “Students needs to be
The pedagogical literature deals with so many aspects of teaching; some topics are covered regularly, others not so often, and some only rarely. This may be the only article I have encountered with the goal of offering “a general, interdisciplinary ‘how-to’ . . . for
It isn’t always easy to put the ideas of others into your own words, especially if you don’t completely understand what you’re trying to paraphrase. But even though it’s a struggle, it’s often worth the effort. The process of doing so almost invariably deepens the
It’s another of those phrases frequently used and almost universally endorsed but not much talked about in terms of implementation. What does facilitating discussion mean? How should a teacher do it? Two faculty researchers, Finn and Schrodt (2016), frame the problem this way: “The literature
So many educational technology tools, so little time. From word processing to citation tools to storyboards to blogging to graphic organizers, the list of tech tools that can potentially improve student work is extensive. Three tools, in particular, that will enhance students’ work and the
Magna Publications © 2024 All rights reserved