The subject of the lie has been pondered, defined and debated over centuries, across cultures and in various situations. Lies come in many forms, some harmless, others pernicious. Is there any place for lies in the classroom? You may wish to consider these examples before reflecting on that.
Research shows that the educational outcomes associated with field trips are not dependent on a face to face visit. Outcomes are instead based on student engagement driven by activities before, during and after visits to a site. This Teaching Tip provides an overview of good practices and a starting point for those considering using field trips in their class.
Summer is in full swing! You are camping, gardening, roadtripping, hiking, netflixing, swatting at mosquitoes – maybe even teaching. Meanwhile, you’re actively ignoring that buzz behind your ear: Fall’s coming … Teaching … Teaching … Teaching. No one will blame you for swatting that buzz away until, say, August. It’s summer, after all. But what if you could do something now to make your course development a month or two from now a bit easier?
In most disciplines, there are skills that need to be learned and understood before moving on to something more complicated. Without a solid foundation, moving on to more difficult endeavors can be challenging as well as frustrating and can be a hurdle the student is not able to get over.
A well designed and delivered course in any subject area can benefit from a focus on interaction and student contribution. Foreign language courses can be successfully taught online, as well as make more effective use of a teacher’s valuable time. Avoid the managerial teacher-talk of the face-to-face classroom and find more time for students to produce language and engage in one-on-one discussion with the instructor.
How do your students know whether they have mastered a concept before they take a formal assessment? Your students may take advantage of online textbook resources that include cognitive tutors to test their knowledge if available. And, methods such as iterative assignments with defined revision cycles, group discussion, interactive video, a pre-quiz, and class review time can help as well.
At the closing of SXSWEdu a few years ago, I watched one of the most memorable keynote addresses to educators that I have ever seen. Jeffrey Tambor quoted one of his favorite writers, Henry Miller, as saying “I did not learn to write, until my teacher told me to ‘do it badly.’'
Combinatory play is the process of considering two or more unrelated ideas, topics, images, disciplines, etc. and putting them together in a way that is new. Experimentation, deconstruction, synthesis, iteration and failure are part of this process of learning and discovery. Combinatory play utilizes a wide range of learning domains that help to feed creativity and innovation.
There are powerful alternatives to final exams including final projects and final presentations, but if you’re set on giving a final exam, consider making it comprehensive. Further, consider frequent cumulative benchmark quizzes as part of your students’ practice regimen.
When it comes to marathon running, it has often been said that the race is really about the last few miles. “I ran great for the first 18 miles, but my time really fell off toward the finish.' No. The race IS the last few miles. The marathon is a long challenge requiring deep and substantial practice in order to attain mastery. So it can be with our designed learning experiences.
Open-book tests can reduce student anxiety associated with memory recall and better train future professionals for jobs requiring critical thought and constant renewal of domain knowledge.
Creating a simplified version of a concept is a rich learning activity for the student who plays the role of teacher, but also for the student who is being tutored. This teaching tip provides examples and guidance on using the technique in your class. Communicating a simplified translation of a concept for a peer is a learning activity that compounds deep understanding, communication skills and reflection.
Learning objectives are often overlooked because they aren’t well-written. Selecting active words to describe your expectations can help students succeed and help you plan activities and assessments to fulfill those objectives. Learning Objectives. Learning Outcomes. Course Goals. Do I have your attention or have you just skipped over it like most students tend to do?
