Course evaluations are often viewed as a chore; one of those unpleasant obligations we do at the end of each course. In the Teaching Professor Blog post “End-of-Course Evaluations: Making Sense of Student Comments,” Maryellen Weimer is bang-on in stating that the comments students dash off can be more confusing than clarifying.
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
I was inspired by Maryellen Weimer’s article on “Teaching Metacognition to Improve Student Learning” and the accompanying article by Kimberly Tanner on “Promoting Student Metacognition.”
Tanner reflected on a comment I have heard many times: “…it’s my job to teach [your discipline or learning outcome goes here], not study strategies.” How often have we heard that our students don’t know how to learn? Regardless of whose fault it is, Weimer’s article shows how relatively easy it is to incorporate practical “meta-learning” strategies into our lesson plans. It’s a no-brainer if a teacher conducts a structured pre-test review class, and a post-test follow-up activity, where many of the issues on clarity, confusion, and preparedness will be brought into the light.