What counts for participation isn’t always addressed when we talk with students about the importance of participation. It’s easy to assume that everybody knows what’s involved—but is that a safe assumption?
When considering what qualifies as participation, some behaviors come to mind quickly—asking questions, answering questions,
Students don’t always like working in groups. Ann Taylor, an associate professor of chemistry at Wabash College, had a class that was particularly vocal in their opposition. She asked for their top 10 reasons why students don’t want to work in groups and
The flipped classroom model encourages students to complete preliminary work prior to class so they are prepared to engage in higher-level learning experiences during class. But what happens when students don’t do the preclass work and aren’t prepared to participate?
This can be one of the
While preparing for a Teaching Professor Conference session on facilitating classroom discussions (much of which applies to online exchanges), I’ve been reminded yet again of the complexity involved in leading a discussion with students new to the content and unfamiliar with academic discourse. hile preparing
When it comes to instructional tools, few can deny the benefits of using videos in the classroom. Since the days of the filmstrip, this medium has been used to supplement classroom instruction. Today’s classrooms are filled with a myriad of images, video clips, and other
Many students do not arrive in our courses with college-level reading skills. That usually ends up meaning a couple of things. First off, they don’t like
I was watching a video of several of my students teaching this week. I had to be away for a conference, and they were scheduled to teach that day anyway, so I asked our Center for Teaching Excellence to record it. I would evaluate them
Social media fundamentally transformed the web by making everyone a content producer. But this move from web 1.0 to 2.0 also exploded the number of websites that people wanted to monitor. Now we want to see what is going on with our hundreds of Facebook
On the first day of class, when I’m introducing Team-Based Learning to my students, I often hear a few groans. I ask the students how many have been involved in team work or group work before. I ask the ones who have for some pros
Group activities are an excellent way to improve student learning in an online course. But they invariably raise the free-rider problem—the student who does not contribute his or her fair share of the effort. This is particularly bothersome to students when there is one group
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