With easy access to all sorts of technology, students multitask. So do lots of us, for that matter. But students are way too convinced that multitasking is a great way to work. They think they can do two or three tasks simultaneously and not compromise
There’s not much pedagogical literature on the topic of curiosity. In fact the article referenced here is the only piece I can remember seeing on the subject, which is a bit surprising because curiosity does play an important role in learning. One of the definitions
Three new teachers at the front end of academic careers, about to face their first classes as teachers, want to know from somebody at the back end, “What’s most important for new teachers to know?” I don’t hear myself saying anything very coherent. I don’t
I’ve found another interesting study of students and reading which dovetails nicely with the research referenced in the July 25, 2012 post. I’m thinking that as the new academic year begins and readings are being selected and assigned, it’s beneficial to keep thinking about student
The recent post on PowerPoint use generated a healthy response. That’s encouraging, but blog exchanges can seem like conversations without conclusions. There is no summary, no distillation, and no set of next questions. And when there are many comments, I worry that those who respond
I was looking for a quote I wanted to include in a presentation when I happened on another one that reminded me of an aspect of learning we don’t think about as regularly as we should.
“Probably the most violent and aggressive act that any
In May I finished a second edition of my Learner-Centered Teaching book. Revising it gave me the chance to revisit my thinking about the topic and look at work done since publication of the first edition ten years ago. It is a subject about which
I’ve had some nagging concerns about PowerPoint for some time now. I should be upfront and admit to not using it; when I taught or currently in my presentations. Perhaps that clouds my objectivity. But my worries resurfaced after reading an article in the current
“Why should we change the way we teach?” a marketing professor asked with an honest gaze and a smile that bespoke sincerity. It was early in a workshop session just after I’d introduced the idea of learner-centered teaching and explained why students should be doing
“I just don’t see how students learn anything when they talk to each other,” a faculty member told me recently. “Their conversations are so superficial. They get things wrong. I can hardly stand to listen to them.” Although I don’t agree, I can understand the
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