How much instructional advice have you heard over the years? How often when you talk about an instructional issue are you given advice, whether you ask for it or not? Let’s say you’re a new teacher or you’re teaching a class you haven’t taught before
Is that possible? At first pass, it doesn’t seem likely, but the study referenced below contains 10 years’ worth of data confirming that student learning increased with less content and more inquiry. Let’s explore the context and detail the findings.
Remember that article in the March issue describing how a sociologist used reflective writing to improve his teaching? Here’s another short testimony to add to that one. Matthew Liberatore explains in Chemical Engineering Education that a laboratory notebook holds an invaluable collection of procedures, measurements,
Here’s the scenario: Students are taking a chemical thermodynamics course. The instructor solicits clicker responses to a conceptually based multiple-choice question. Students answer individually, write a brief explanation in support of their answer, and indicate how confident they are that their answer is correct. They
The benefits of concept maps are well established. They encourage students to organize knowledge and do so in ways meaningful to them. They help students sort out, prioritize, and understand relationships between terms, concepts, and ideas. Students can also use concept maps to forge relationships
Almost 800 business, engineering, education, and health services students completed a fairly typical plagiarism survey. They were asked how strongly they agreed with a statement defining plagiarism as copying text and inserting it in a paper without citing the source. They were asked how often
Teachers who use group work frequently incorporate some sort of peer assessment activity as a means of encouraging productive interactions within the group. If part of the grade for the group work depends on an assessment by fellow group members, students tend to take their
When Hayley Lake, lecturer at Eastern Washington University, got the opportunity to develop an online version of Survey of Alcohol & Drug Problems, a multidisciplinary course that draws students from a variety of majors and backgrounds, she knew that online discussions would be an essential
Students value their instructors’ participation in online discussions, but ongoing participation is not always an option because of the amount of work involved, particularly if there are a large number of students and/or discussions
According to self-determination theory, a theory developed by Deci and Ryan, three basic psychological needs affect motivation: autonomy, competence, and relatedness. Susan Epps, associate professor of Allied Health Sciences, and Alison Barton, associate professor of Teaching and Learning, both at East Tennessee State University, have
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