CURRENT ARTICLE • May 20th Active learning that distracts from learning

Active Learning That Distracts from Learning


Because I teach mixed demographic courses, I often look out at a sea of distracted and unmotivated faces. Motivation is a large part of learning (Pintrich and deGroot, 2003). So, I use active learning activities, such as think-pair-share, to not only motivate students (Marbach-Ad et al., 2001), but also to enhance student learning (Bonwell and Eison, 1919; Freeman et al., 2014). If I’m being honest, active learning also has the added perk of distracting students from the monotony of my voice. Yet, in the past few years, I have begun to wonder if I have taken it too far? Am I simply using active learning as a way of keeping bored students active?


mission to teach May 17

Remembering Our Mission to Teach


Have you ever become so frustrated with students and overwhelmed by your workload that you start questioning what you are doing? At times it can feel suffocating. Baruti Kafele, an educator and motivational speaker offers a perspective of being mission oriented to educators and others working with young people in our nation’s classrooms. He suggests affirming your goals and motivations to facilitate successes among students. However, in the college classroom, it is also essential that we, as faculty members, remember and affirm our purpose, acknowledge the contributions we make in students’ lives and professional pursuits, and respect the call or passion that brought each of us to the teaching profession.

Tips for Teaching Students ‘What to Learn’ and ‘How to Learn’ During Lectures May 15

Tips for Teaching Students ‘What to Learn’ and ‘How to Learn’ During Lectures


It was soon after my son enrolled in a local junior college that I realized something was wrong. Success, which seemed to come so easy to him in high school, was suddenly out of reach. In fact, he was failing every course! I quickly learned that in high school he did not have to exert any effort and was taught to simply memorize material.

Footnote, Endnote, Thank-you Notes May 13

Footnote, Endnote, Thank-you Notes


Thank-you notes make people happy. For as much joy as they give me, I don’t send them enough. In fact, I think writing thank-you notes is a dying art. They’re overlooked forms of positive closure. Gratitude on its own is powerful, and when it’s exchanged, it feels amazing. After I thought about what notes of gratitude could accomplish, I started emailing thank-you notes to my students, waiting until well after the semester for the most impact.

Online classrooms and their associated technological tools are constantly evolving May 8

Desirable Difficulties in Convenient Coursework


The phrase “desirable difficulties” was first coined in the nineties by psychologist Robert Bjork to describe learning conditions that introduced inconveniences to yield greater learner retention of material. According to the literature, the more work that is required to learn a concept, the greater the mastery (Sparks, 2011). To illustrate, a classical example of a desirable difficulty is found in the use of flashcards as study tools. Flashcards typically display only partial information, as a cue for the user to recall a more complete set of facts. When compared to lecture notes, flashcards require a student to work harder in recalling materials and are therefore especially effective study tools. As such, flashcards have been popular among students for decades.

3 Cool Tech Tools to Consider for the Digital Classroom May 6

3 Cool Tech Tools to Consider for the Digital Classroom


It is imperative that educators find new ways to incorporate technology to stay current. This can be done by considering tools and applications that will not only enhance a students’ educational experience but also support teaching and learning. We offer three tools/applications that supports this notion here:

student with pile of books May 3

Literacy Levels Among College Students


When I confront “problems of practice” in my teaching, I like to turn to my smart friends for advice. About a year ago, I was really confounded by my students’ trouble with reading for deep understanding. While I could see that the students were completing assigned readings, they weren’t always able to process the information deeply to analyze the concepts or apply the content to new situations. Since I don’t have much experience teaching reading, I turned to my colleague, Dr. Jennifer Shettel. Jen is a literacy professor and has run several tremendously successful close-reading workshops in our area. I figured she could give some advice. Our conversations prompted some pedagogical experimentation with different literacy-based strategies which Jen and I will be sharing in a preconference workshop at The Teaching Professor Conference this June.

April 29

Mindfulness in the Classroom


After reading and hearing about the physical and mental benefits of meditation, I decided to take up the practice several years ago. This led to some discussions with colleagues at work, which eventually morphed into the idea of using mindfulness in the classroom. Mindfulness is a way to pause and reflect on the here and now. To be fully present in what is happening in the present, without worry about the future or past. The idea is that teaching this philosophy and using activities and practices in the classroom should allow students to release tension and anxiety so they can focus on the material in the classroom. Rather than coming to my biology class lamenting over the test they just took in another class, worrying about the homework, or making a check-list of “to dos”, the student can release that tension become present with my biology course.