Do you ever wonder whether your students care about your course material? Do you question whether your students appreciate how the information you address in class is relevant to them? Do you feel like there is often a mismatch between your intentions for your class and what your students actually want to learn?
Most teachers daily confront the reality that student attention wanders in class. They can be seen nodding off, sleeping, gazing distractedly at some point other than the front of the room, texting, or working on something for another class. It’s a problem, and one that teachers often find hard not to take personally. Dealing with the emotional reaction engendered by inattention is easier when it’s more fully understood, and here’s an example that illustrates why.
Introverts. Who are they and how do we ensure they thrive in active learning classrooms? If you have ever come to the midterm point of the semester and graded a stellar paper of a student whose name you don’t recognize and who has never raised her hand in class, you may have just identified an introvert in your classroom.
For introverted students, the discomfort of participation far outweighs the benefits of active learning. During this seminar, you’ll gain a wealth of practical, ready-to-implement ideas to enhance the overall cohesion and performance of your classes and make them welcoming places for all students, no matter where they fall on the introversion-extroversion spectrum.
Online Seminar • Recorded on Tuesday, January 21st, 2014
A simple teaching technique that helps students learn; now there’s something few teachers would pass up! This particular technique involves a four-question set that gets students actively responding to the material they are studying. They analyze, reflect, relate, and question via these four prompts:
A small but growing number of faculty at major universities are experimenting with the inverted or flipped classroom. It’s an instructional model popularized by, among other influences, a Ted Talk by Khan Academy founder Salman Khan, which has received more than 2.5 million views. Institutions as varied as Duke University’s School of Medicine, Boston University’s College of Engineering, and the University of Washington School of Business have joined Clemson, Michigan State, the University of Texas, and many others in experimenting with changing from in-class lectures to video lectures and using class time to explore the challenging and more difficult aspects of course content.
Innovation and creativity are two words heard frequently in higher education today. How can we encourage innovation and creativity in ourselves and our students? Reimers-Hild and King (2009) described components of innovation as fun, creative, diverse, collaborative, and intuitive. Taking small steps to accomplish this goal is the way to go, but there needs to
During the final meeting with one of my speech classes, I asked each student to give a few parting words to the class. I found a similar message resonating from many who spoke. Soon after, I received an email from an advisor at our school asking me to share some tips on fostering learning in the classroom. Since I had recorded that final speech class, I decided to use my students’ comments as the basis for my advice.
Introductory courses are packed with content. Teachers struggle to get through it during class; students struggle to master it outside of class. Too often learning consists of memorizing material that’s used on the exam but not retained long after. Faculty know they should use more strategies that engage students, but those approaches take time and, in most courses, that’s in very short supply.
From Passive Viewing to Active Learning: Simple Techniques for Applying Active Learning Strategies to Online Course Videos
From Web-enhanced face-to-face courses to MOOCs, flipped, blended, and fully online courses, videos are an integral component of today’s educational landscape—from kindergarten all the way through higher education.