“Efficient and effective learning starts with a proper mindset,” Stephen Chew writes in his short, readable, and very useful chapter, “Helping Students to Get the Most Out of Studying.” Chew continues, pointing out what most of us know firsthand, students harbor some fairly serious misconceptions that undermine their efforts to learn. He identifies four of them.
Deep and surface learning are terms familiar to most faculty. What is known by most is that these terms describe two different approaches to learning. Beyond that, most faculty knowledge is sketchy, although there has been quite a bit of educational research on the topic. I’ve been reviewing this seminal research—it is interesting and worth a revisit so that we might “deepen” our knowledge of what’s involved.
I recently set out to make introductory managerial accounting a more effective learning experience for students. The course is typically taken in a student’s first or second year. The range of experiences students bring to the course can be quite diverse. Some may have never been employed, still live at home, and have parents who work in white-collar jobs. Others may have worked and lived on their own, and have family who may own or run a store or work in factories. This diversity means that some students have no mental picture of how goods are manufactured, while others understand the process required to get a product to the customer.
Tuesday’s post discussed the goals and core practices of effective learning communities. Today we outline elements of sustainable learning communities as well as some of the challenges of learning community development.
Teaching and learning support professionals, particularly those who must perform miracles as a “Department of One,” can have one of the most challenging jobs on campus. They not only support the course design, content delivery strategies, technology integration, and training/orientation for faculty and students in online learning programs (asynchronous and synchronous formats), but they also support all other teaching/learning needs for classroom, blended, and any other teaching environment. This professional may be an instructional designer, an educational technologist, or very often, a designated faculty member with some or all of these skills.
My philosophy of teaching can better be described as a philosophy of learning. In order to be an effective instructor, I must focus on student learning and adjust my teaching strategies in response to the pace and depth of student understanding. I view teaching as an interaction between an instructor and a student; thus, the impact of this interaction on learning, rather than my activities as an instructor, is of primary importance.
Thanks to new technologies of brain imaging and major breakthroughs in cognitive research, neuroscientists now know more about the functioning of the human brain than ever. This new knowledge should help us revolutionize our teaching methods, but what about those of us who can’t tell a hippocampus from a hippopotamus? As an English professor whose gray matter has frequently proved more or less impervious to scientific discourse, I decided to tackle this challenge head-on, so to speak. Here are some of my findings, along with their implications for teaching and learning…