brain learning September 14

UDL: A Systematic Approach to Supporting Diverse Learners


Advances in neuroscience and digital imaging give us an unprecedented understanding of how individuals access, process, and respond to information. Previously we may have had an intuitive understanding that our students learned differently. Now functional MRI scans demonstrate this in living color. However, simply recognizing learner diversity is one thing; navigating this challenge in the classroom is quite another. How can we possibly hope to present content, structure learning experiences, and devise assessments that will be appropriate and effective for students with different learning strengths and challenges? Fortunately, researchers have developed a framework based in neuroscience that can help.

faculty development June 1

Flexible Faculty Development Opportunities


One of the most persistent challenges for instructional designers is finding a convenient time to schedule faculty development training sessions. If scheduled during the summer, the workshop is subject to poor attendance because faculty are preparing for the fall. If it is scheduled in the fall, teaching responsibilities and committee work can impede professional development attendance. The same holds true for the spring semester.

ff-tp-blog April 8

How Assignment Design Shapes Student Learning


The design of assignments, that is, the actions required to complete them, shapes the learning that results. We know this, but do we make the most of what we know when we design and select assignments?

I’ll try to make the point with writing assignments. We have come a long ways since the days when term papers were the gold standard of writing assignments. Paper options now include authentic assignments that approximate professional writing tasks. The Writing-Across-the-Curriculum movement has introduced us to low-stakes writing activities from students jotting down a few ideas before they speak, to free writing that starts the flow of ideas, to journals that encourage personal connections with course materials. Technology adds still more assignment design options. Students can blog and respond to posts; they can write collaboratively on wikis and Google Docs. The options are many, but the features of each writing assignment directly shape the learning that results.

small group of students with professor March 2

Three Critical Conversations Started and Sustained by Flipped Learning


The flipped learning model of instruction has begun to make the transition from an educational buzzword to a normative practice among many university instructors, and with good reason. Flipped learning provides many benefits for both faculty and students. However, instructors who use flipped learning soon find out that a significant amount of work is sometimes necessary to win students over to this way of conducting class. Even when the benefits of flipped learning are made clear to students, some of them will still resist. And to be fair, many instructors fail to listen to what students are really saying.

ff-tp-blog October 15, 2014

Could We Be Doing Better with Our Assignments?


Assignments are a terribly important part of the teaching and learning equation. They aren’t just random activities that faculty ask students to complete for points and grades; they are the vehicles through which students learn course content. By studying for exams and engaging with content as they write their papers, students deepen their understanding of key concepts and build learning connections. In short, assignments represent learning experiences for students and, as Dee Fink reminds us, we want those learning experiences to be “significant.” Is that how you’d describe your most often-used assignments? Are they the only ways students could encounter and explore course content? Are they still the best ways?

ff-tp-blog September 24, 2014

Diversifying the Role Course Content Plays


Peter Burkholder’s recently published piece in The History Teacher (highlighted in the October issue of The Teaching Professor) is another reminder of how much we need a different way of thinking about course content.

We all pretty much agree that we try to cover too much material in our courses, programs, and majors, but the thought of leaving things out often causes personal and profession anguish. We argue with ourselves that a certain piece of content is too important to cut, and our students need to know the information to pass certifying exams and to get jobs. Then there are departmental expectations. Most courses establish knowledge bases for subsequent courses. Our colleagues are depending on us. We further complicate matters by making course and instructor reputations a function of content quantity. A decrease in the amount covered means lower standards and a dilution of the intellectual currency of the course. Bottom line: We know we’ve got a problem, but these realities and our thinking have us backed into a corner.

ff-tp-blog June 25, 2014

What’s Your Relationship with Your Textbook?


I just read a couple of interesting studies exploring the relationship between the content in texts and the content covered by the teacher. The analysis was of introductory psychology courses and the conclusion not terribly surprising. The lecture and textbook material corresponded closely. If the chapter was long and the coverage extensive, a larger amount of lecture time was devoted to the topic as well.

iStock_studentsatcomputer230l February 20, 2014

Adding Choice to Assignment Options: A Few Course Design Considerations


No, the objective isn’t to make assignments optional, but two benefits accrue when students are given some choice about assignments. The first is motivational—when students select the method they will use to master the material, they can pick an option they think they’d like to complete. And if an assignment option looks appealing, that increases the chance that students will spend more time working on it and more learning can then result. Second, the practice confronts students with themselves as learners. With teacher guidance, they can be challenged to consider why they find some assignments preferable. They can be encouraged to consider what skills the assignment involves and whether those are skills they have or need to work on developing. A strategy such as this moves students in the direction of autonomy and maturity as learners.