I’ve been thinking lately about the relationship between what we teach and how we teach. Part of that relationship is pretty obvious: If
In the July 10, 2013 post, I shared some ideas about learning with students precipitated by an article that made an interesting distinction between “doing
A simple teaching technique that helps students learn; now there’s something few teachers would pass up! This particular technique involves a four-question set that
I don’t know if the first day of class is the most important day of the course, but I don’t think many of us would
Do you teach the way you learn? That’s the question Harold White asks in a short essay in which he recounts how he decided that
“My students act so unprofessional,” a faculty member complained. “Two of them were all but making out before class started and they never stopped
Finals that cover all the material presented in the course are decidedly unpopular with students. They much prefer exams that include one chunk of content
A threshold concept is discipline-specific, focuses on understanding of the subject and … has the ability to transform learners’ views of the content.” (Zepke, p.
Can you teach students to be creative? Most of us would say no. It’s more like trying to teach for it—encouraging it, promoting it, acknowledging
Inquiry-based instruction begins with the instructor posing a problem that students figure out how they will study. Students select variables and decide on procedures guided
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