“Students in inverted classrooms need to have more space to reflect on their learning activities so that they can make necessary connections to course content” (Strayer, 2012). If you were…
…evaluated so they know how to prepare and succeed. Draw attention to key course content and help students make connections between ideas. Clarify how certain topics relate to other topics…
…content at a superficial level. Chances are also good that students are teaching and learning some of the content incorrectly. What stands alongside those concerns is all sorts of evidence…
…a distinction between personal and situational interest. Personal interest represents the attraction a student feels for a content area—what’s motivating the decision to major in a particular field. Situational interest…
…class content. Here are some examples of excellent sources with content-related humor: Pyrczak’s (1999) Statistics with a Sense of Humor, Reeves’ (2007) Cartoon Corner: Humor-Based Mathematics Activities, Paulos’ (1982) Mathematics…
…other third-party platforms to further enhance student participation. Within these presentations, instructors can gauge student’s understanding of the content presented in real-time through embedded, formative assessments. These formative assessments include…
…urgency to scrutinize how these students engage with digital platforms. Being not only consumers but also active content creators, examining their social media usage reveals much about their cultural identity…
…change their usual low grade. In many of these cases, the issue is not content knowledge but unfamiliarity with how to approach multiple-choice exams strategically. These test-taking practices are rarely taught directly,…
