Navigating the gulf between the most and least prepared students in a course can seem like an insurmountable obstacle, and not because some students are simply more or less capable than others. The course may be a major requirement that some students just don’t care
I teach a lot of 100-level courses—the kind all students need to take from multiple disciplines to satisfy general education requirements. Often these courses are full of college first-years, but I’ve discovered that, whatever year they are, students harbor deep misconceptions about how learning works.
One of the most frustrating things that can happen in higher education is that we assign students a reading that is really interesting and important for an upcoming class discussion. We then go on to design the day’s activities around the reading so that students
A lot of professors assign readings as follows: students read a piece of text, respond to it in some way, and come prepared to discuss it in class. Yet over half of students don’t do the assigned readings, and often it’s because professors assign too
Technology offers teachers new options. What about assigning podcasts to replace some course readings? So far, at least in the literature, teachers have created their own podcasts and used them instead of or as supplements to lectures. In a recent study (Oslawski-Lopez & Kordsmeier, 2021),
Why do students come to class unprepared? Because teachers tend to lecture on the material, and students find it most efficient to let them lecture first and then read later. But if your students came to class prepared, would they acquire a deeper understanding of
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