college teaching strategies
Most of us are aware of the important benefits that cooperative learning offers for student achievement (Johnson, Johnson, & Smith, 2007). We frequently use, or seek out these strategies to further engage our students in the content and enhance the learning environment. However, when it comes to our growth as teachers, we typically don’t employ
This seminar focuses on maximizing the relevance of your courses and piquing students’ interest by adjusting your approach rather than dramatically changing course content. Specifically, you will learn how to use frequent needs assessments, techniques that heighten student engagement, and daily feedback to ensure that your students understand why course content is relevant to their degree programs, their lives, and that real world waiting for them after graduation.
Online Seminar • Tuesday, March 18th, 2014 • 1:00 pm Central
One of the student engagement techniques described in Elizabeth F. Barkley’s Student Engagement Techniques: A Handbook for College Faculty has students predicting and reflecting on their exam preparation and performance. It’s a technique that helps students see the correlation between their efforts and their exam scores, as well as one that helps them assess the effectiveness of the study strategies they use.
Are your students too conservative? I don’t mean their politics—I’m talking about their attitudes toward ideas and actions that are new, difficult, or complicated. Many of my writing students are conservative learners: they worry about grades and want to “play it safe,” they don’t take time to imagine alternatives, or they have low skill or confidence levels that reduce their abilities to try new things. And sometimes my own teaching or grading practices undermine my invitations to take the intellectual risks that are crucial to student learning.
In a 2008 essay that was published in the Journal of Cell Science author Martin Schwartz writes of the “importance of stupidity” when doing research in the sciences. Schwartz argues that during his graduate research in the sciences, “the crucial lesson was that the scope of things I didn’t know wasn’t merely vast; it was, for all practical purposes, infinite.”
I have observed, sometimes in myself and sometimes in colleagues, a certain tendency to be ironically unaware of (or inattentive to) a crucial disconnect between what we say and what we do. We’re good at talking the talk, but we are not so good at walking the walk, particularly in terms of our audience awareness.