Use of online quizzing continues to grow. If taken online, quizzes don’t consume valuable class time. Grading occurs automatically and doesn’t consume valuable teacher time.
Students need to be able to make decisions about learning on their own. Are there instructional behaviors teachers can use that move students in that
“Get students talking about their experiences!” I heard this recommendation in a couple of sessions at the recent Teaching Professor Technology Conference, and the admonition
Is there a way to motivate and improve student participation without grading it? I raise the question because I think grading contributions gets students
How much can we learn from each other’s experiences? A lot, but there are reasons to be cautious. Sometimes what’s been learned from
How we teach begins and ends with behaviors. It’s good to remind ourselves of that every so often. Most of the ingredients identified
I was looking at participation policies in a collection of syllabi this week. I wouldn’t give most of them high marks—lots of vague descriptions that
What’s a “good” grade as far as students are concerned? What’s a “bad” grade? Are some grades “neutral” and cause neither disappointment nor pride? Where’s
I found a nice set of online discussion activities that strike me as good in-class discussion activities as well. One of the reasons discussion
A recent classroom observation reminded me that student participation can be encouraged and supported by attention to small but important presentational details. In this
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