Is there a way to motivate and improve student participation without grading it? I raise the question because I think grading contributions gets students talking for points, not talking to make points. Verbal students make sure they say something, but often without listening to or
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 an experience, or set of experiences, is wrong. That’s true whether the learning is about teaching or life.
How we teach begins and ends with behaviors. It’s good to remind ourselves of that every so often. Most of the ingredients identified as the components of effective instruction—things like clarity, organization, and enthusiasm—are abstractions. They’re intangible, without physical form. Their presence or absence is
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 don’t functionally define participation and then prescribe instructor assessment at the end of course with little or no mention of
When I introduced a new topic in class, I would often refer back to something said or discussed during a previous class period or to a reading assigned for homework. I would attempt to make connections for students so that they could link the new
Much research documents that motivation is a major factor in student success. However, although students often know what they should do (attend class, do extra credit, and get help), many of them don’t. Thaler and Sunstein’s popular book Nudge: Improving Decisions about Health, Wealth, and
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 the cutoff for good grades and the starting point for bad ones? In the study referenced below, researchers solicited data
Experts define digital citizenship as the norms of appropriate, responsible behavior with regard to technology use, which includes the safe, legal, responsible, and ethical use of digital information. Users should respect copyright and intellectual property and appropriately document sources. Faculty can promote digital citizenship and
Several years ago, I read Judith Grunert’s book The Course Syllabus. The book taught me several things about syllabi that changed the way I look at them and use them in my courses. Too often we have a limited view of the syllabus, seeing it
The prevalence of “math anxiety” or “math phobia” is well established. Most of us who teach math have seen it firsthand. But math isn’t the only subject that students find frightening or think they can’t possibly learn. I’m writing about my efforts to help students
Magna Publications © 2023 All rights reserved
