“First and last class sessions are the bookends that hold a course together.” I heard or read that somewhere—apologies to the source I can’t acknowledge.
I haven’t found too many pedagogical articles worth a regular re-read. Christa Walck’s “A Teaching Life” is a notable exception. It’s a soul-searching, personal narrative
I’ve been rethinking my views on quizzing. I’m still not in favor of quizzes that rely on low-level questions where the right answer is a
“Our overall conclusion is that, within the confines of our study, both male and female students can and do grade their homework honestly” (p. 57).
The language of our disciplines is complex—it has to be. What we study is specific and detailed, and it needs to be described with language
Most teachers would answer yes. It’s one of the reasons they want students to participate. Whether they’re paying attention because the teacher may call on
Frequent quizzes encourage students to keep up with what’s happening in class. Quizzes motivate regular study and review. They give teachers a chance to correct
Rubrics clarify assignment details for students. They provide an operational answer to the frequently asked student question, “What do you want in this assignment?” They
On a more-or-less regular basis, I find myself looking for something that I’ve written about in the newsletter or blog, which I only vaguely remember.
Now here’s an argument I haven’t heard before: Improving your instruction makes it easier for students to learn. If it’s easier for them to learn,
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