…also with potential resources they can apply in later courses. For example, asking a research librarian to discuss effective literature search strategies before assigning a research project gives students not…
…complex as the course progresses. In the beginning, the questions ask for definitions and descriptions of theories, and by the end of the course they’re challenging students to apply theories…
…strategies do you need to develop? Answers to those kinds of questions generate information that teachers can do something about. If students cram for exams, you probably can’t prohibit it,…
…where I was totally confused.” “The example you gave here really helped.” “I wished you’d asked for questions at this point. If you had, here’s what I would have asked.”…
…feedback to the instructor via clickers (see Angelo & Cross, 1993 for more examples). These methods complement the helpfulness of frequent quizzes and written assignments that regularly monitor students’ performance….
…the content in a real world context. Faculty members comb the Internet, attend conferences, and read professional literature to enhance our expertise. We do all of this to ensure students…
…the content in a real world context. Faculty members comb the Internet, attend conferences, and read professional literature to enhance our expertise. We do all of this to ensure students…
…Vary the types of questions—perhaps use some hypothetical questions like, “What would happen if…” “In a perfect world…” Or experience-based questions such as, “In your experience…?” Or opinion-based questions like,…
