Learning on the Edge: Classroom Activities to Promote Deep Learning

The explosion of educational technologies in the past decade or so has led everyone to wonder whether the landscape of higher education teaching and learning will be razed and reconstructed in some new formation. But whatever changes might occur to the learning environments we construct for our students, the fundamental principles according to which human beings learn complex new skills and information will not likely undergo a massive transformation anytime soon. Fortunately, we seem to be in the midst of a flowering of new research and ideas from the learning sciences that can help ensure that whatever type of approach we take to the classroom—from traditional lecture to flipped classes—can help maximize student learning in our courses.

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Formative Assessment: The Secret Sauce of Blended Success

A few weeks ago, a colleague emailed me about some trouble she was having with her first attempt at blended instruction. She had created some videos to pre-teach a concept, incorporated some active learning strategies into her face-to-face class to build on the video, and assigned an online quiz so she could assess what the students had learned. After grading the quizzes, however, she found that many of the students struggled with the concept. “Maybe,” she wondered, “blended instruction won’t work with my content area.”

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Examining Knowledge Beliefs to Motivate Student Learning

“I just cram for the exam and then forget everything.” “If I can just get this last paper done I am in the clear.” Comments like these make us cringe, but we all know the external factors that motivate students: grades, grades, grades. I spend a great amount of time providing students with concrete, detailed feedback on papers only to hear someone say, “Oh, I didn’t look at the feedback, just the grade.” From a faculty perspective, the grade is the least important. The joy of student engagement and learning drives our work. We ended up in higher education for a reason—most of us see great value in the learning process.

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Peer Critique: Two Strategies for Getting Students to Give Feedback

One of the activities I most struggle with as an instructor of visual communications is getting students to give thoughtful and detailed critiques of their fellow students’ work. The critique process for students is challenging for several reasons. 1. Many of them are new to the concepts, theories, and language of design, so they don’t necessarily know what to say or how to say it. 2. They don’t want to hurt someone’s feelings, so they are weary of expressing dislike for another’s design choices. 3. They are terrified by what others may say about their work, so they don’t say anything about anyone else’s. 4. Some simply will not care or have an opinion. As an educator, this is the most frustrating group because I have yet to find a way to combat this level apathy.

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Nearly 75 Percent of Faculty Incorporated Technology into their Teaching in the Past Year

When it comes to technology in the classroom, phrases like “faculty resistance” and the importance of getting “faculty buy-in” are tossed around with great frequency. But is that perception still valid? Are all instructors so set in their ways, skeptical of anything new, and fearful of deviating from what they’ve done that it’s nearly impossible to get them to try something new?

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Learning That Lasts: Helping Students Remember and Use What You Teach

How often do you hear the following sentiments from students? • “I won’t ever use anything I am learning in this class, but I have to take it to graduate.” • “I don’t care about this class. I just need a passing grade.” • “I can’t remember anything I learned in that class.” Granted, not all classes cover interesting material—or at least material that’s of interest to students who may be there only to fulfill a requirement. While we can’t change what needs to be taught, we can change how we deliver it. If we make the right adjustments to our course design and teaching methodologies, we will hear less complaining in our classes. So, what can we do to achieve higher levels of student satisfaction and long-term learning that lasts far beyond the end of our class?

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Designing Developmentally Appropriate Writing Assignments

Often the articles highlighted in The Teaching Professor are examples of pedagogical scholarship that could beneficially be done in many fields. That is the case with this piece on developing writing assignments, but it also contains content useful to any faculty member who uses writing assignments as a major method of assessing student learning in a course.

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To Improve Student Performance, Start Thinking Like a Coach

I have a confession to make. I was wrong. You see, I once thought that teaching was lecturing, and I thought that because that is how my graduate mentors taught me to teach. But I was wrong. Studies have shown that lecturing has little to do with teaching. A University of Maryland study found that right after a physics lecture, almost none of the students could answer the question: “What was the lecture you just heard about?” Another physics professor simply asked students about the material that he had presented only 15 minutes earlier, and he found that only ten percent showed any sign of remembering it (Freedman, 2012).

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