Most of us have experienced the dreaded quiet class. Typically, it’s the class where only a few students speak and it’s always the same three or four. Everyone else sits passively and waits out the clock. For those classes and others, I’ve found a question
Course workload is yet another of those amorphous terms regularly used in print and conversation for which we have loose and different understandings. It’s a term with connections to various topics: hard and easy courses, standards and rigor, effort and accomplishment. For students, courses with
When teachers are tasked with developing an online course, their thinking often follows along these lines: This is what I do in class. How can that be translated online?
What if we reversed our thinking?
Instead of assuming what’s done on ground is ideal, what
I teach students soon to be elementary and special education teachers, and they are often surprised to discover that their students are not “one size fits all”. The phrase has been around for decades and originally implied that a particular piece of clothing would fit
Emily Gravett writes insightfully about the disconnect between instructor and student course goals. She’s writing about religion courses and how academic goals, such as “analyzing the historical, cultural, linguistic, literary, political and social contexts of religious beliefs and practices” are not the goals that motivate
The definition of self-efficacy is straightforward: “a person’s perception that he or she has the skill and capability to undertake a particular task.” (p. 1918) It’s important to teachers because of its “consistent” and “demonstrable” links to student learning outcomes. If students believe they can
It’s an instructional development workshop. Will you attend? It might be on campus, a multi-campus event, or a session at a conference. Workshops, like those offered on professional development days or at conferences are the oldest and most common initiative to improve teaching and learning.
This article starts with the results of a question 170 students in cell biology courses answered during the first week of the semester: “What percent of the information you have learned in your university courses do you still remember 6 months after those courses are
Authors Kulasegaram and Rangachari propose moving beyond our understanding of formative assessments as “interim measures” that lead to the real, final assessments—the ones that generate the all-important grades. They suggest we stop calling them formative assessments and start thinking about them as assessments for learning.
During my recent sabbatical, I had the unique opportunity to teach full-day sessions for 14 weeks in two different K-12 settings. Here’s how that happened. I decided to propose this unique sabbatical project because my students regularly asked me about the clinical experience phase of
Magna Publications © 2024 All rights reserved