Slow Pedagogy
Support student motivation with Universal Design for Learning
Better to peer review than be reviewed (but both support learning)
Student peer reviews come with baggage: many students have had one too many experiences with less-than-inspiring feedback or disengaged partners. Drumming up enthusiastic participation in a classroom peer review exercise has been compared to “making a horse drink.” Yet, a…
Inviting nonviolent communication in the classroom
How do you have productive classroom conversations, especially on contentious topics, in the age of burnout and social media echo chambers? In response to this challenge, some educators are looking to nonviolent communication, a framework for open and honest dialogue…
Experience the benefits of in-semester feedback
You’ve finished marking exams, final grades are submitted, and the semester is done. For many instructors, this is the point at which there’s a moment to reflect on the class, open up course evaluations, and learn what the students thought…
Revising a course as a process, not a product
“There are no rules, no absolutes, just alternatives. What works one time may not another.” No matter how much careful attention was put into an initial course design, course creation is never complete; courses evolve as you gain experience, your…