I continue to be impressed by the need for teachers to clarify common aspects of instruction instead of assuming that students’ understanding of what they entail are the same as ours. Participation is a good example. How often is it defined in the course syllabus? How often is it characterized beyond the basics when it’s discussed at the beginning of the course or at different times throughout the semester? We do probably agree on the essentials—questions, answers, and comments—but much more than that is needed if classroom interaction is to realize its potential as a student engagement strategy. Here’s an example of the degree of clarification I think we should be after:
