Here are two frequently asked questions about exam review sessions: (1) Is it worth devoting class time to review, and (2) How do you get students, rather than the teacher, doing the reviewing? Instead of answering those questions directly, I decided a more helpful response
The bulk of scholarship on teaching and learning continues to be embedded in our disciplines. It ends up there because that’s where it counts (if it does) and because there’s a long-standing and still fairly widely held belief that the teaching needed for a particular
A couple of months ago a colleague asked me to recommend a book for his new faculty reading group. I rattled off the names of several, but then wondered if a packet of articles might not be a better option. When I started to identify
Are students taking their end-of-course evaluation responsibilities seriously? Many institutions ask them to evaluate every course and to do so at a time when they’re busy with final assignments and stressed about upcoming exams. Response rates have also fallen at many places that now have
These behaviors, studied at length in the Communication Education research, “refer to any instructor classroom behavior that interferes with instruction and learning.” (p. 133). They were first identified in research published in 1991and have in subsequent studies been shown to compromise students’ affective learning, their
Here’s one of those articles that really shouldn’t be missed, particularly for those with interest in making teaching and learning more evidence-based. Current thinking about evidence-based teaching and learning tends to be more generic than specific. Use any active learning strategy intermittently or even regularly,
What’s the best way to learn complex skills, like problem solving, for example? Looking at the way homework problems are typically laid out in textbooks and often assigned by teachers, the answer would appear to be by giving students problem sets that focus on one
College teachers are always on the outlook for ways to help students better understand why their paper, essay answer, or project earned a particular grade. Many students aren’t objective assessors of their own work, especially when there’s a grade involved, and others can’t seem to
Talk with almost any faculty member and they will tell you that many (sometimes it’s most) of their students are unprepared for college. They lack basic skills in reading, writing, and computation but also don’t have very effective study habits and techniques. Most teachers try
Most student rating instruments include a question related to the feedback provided by the instructor. It may ask whether it was constructive, actionable, delivered in a timely manner, or some combination of these characteristics. Most teachers are conscientious about giving students feedback. Because they devote
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