…(3) prepare students to perform successfully on their final assessment. One starts with the end—the desired results (goals or standards)—and then “derives the curriculum from the evidence of learning (performances)…
…that differentiate the grade levels should be clear and relevant to the goals we have set for that test or assignment. Whether it is checklists or rubrics, we need to…
…were interested in what tasks faculty described as inquiry-based approaches. They also wondered what kind of educational objectives teachers associated with inquiry-based instruction. They asked questions like these and received…
…learning at Central Virginia Community College. In courses that embrace the Learning Paradigm, the instructor’s role is to guide students in the right direction rather than simply delivering the content….
…influence how the community for learning evolves and can be used in building that community. Implications for practice: Pursuing questions like the following generates mutual respect and trust during the…
…of repetition, and some students simply tune out. After observing this in several classes, including my own, I’ve come to realize that as instructors, we often do not give much…
…that emphasizing rote learning steals time and effort away from the deeper thinking that we want students to do. But in my work I’ve come to realize that memorization deserves…
…essential for students to work on peer feedback skills. With these goals in mind, we created the Worst Lecture Competition. Designing the Worst Lecture Competition We held the Worst Lecture…
