Blooms Lifelong learning February 20

From Summiting Bloom’s to Promoting Lifelong Learning

By:

Bloom’s Taxonomy has long been regarded as the holy grail in leading students through a process of content mastery. The traditional journey begins with imparting information to learners and finds its apex in enabling learners to evaluate and assess knowledge claims. In theory, each step of the journey to mastery builds on prior steps.



December 5, 2018

Backward Design, Forward Progress

By:

Readers of Faculty Focus are probably already familiar with backward design. Most readily connected with such researchers as Grant Wiggins, Jay McTighe, and Dee Fink, this approach to course construction asks faculty to initially ignore the specific content of a class. Rather, the designer begins the process by identifying desired learning goals, and then devising optimal instruments to measure and assess them. Only thereafter does course-specific content come into play—and even then, it is brought in not for the sake of “covering” it, but as a means to achieve the previously identified learning objectives. Courses designed this way put learning first, often transcend the traditional skillset boundaries of their discipline, and usually aim to achieve more ambitious cognitive development than do classes that begin—and often end —with content mastery as the primary focus. Although the advantages of backward design are manifest, it’s probably still the exception to, rather than the rule of, course planning.


faculty development July 23, 2018

Flexible Faculty Development Opportunities

By:

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.


learning objectives May 2, 2018

Learning Objectives: Where We Start and Where We End

By:

On the surface, learning objectives don’t seem all that complicated. You begin with an objective or you can work backwards from the desired outcome. Then you select an activity or assignment that accomplishes the objective or outcome. After completion of the activity or assignment, you assess to discover if students did in fact learn what was proposed. All that’s very appropriate. Teachers should be clear about what students need to know and be able to do when a course ends. But too often that’s where it stops. We don’t go any further in our thinking about our learning objectives. There’s another, more challenging, set of questions that also merit our attention.


top teaching and learning articles of 2017 December 15, 2017

Top 17 of 2017: Our Most Popular Teaching and Learning Articles

By:

As another year draws to a close, the editorial team at Faculty Focus looks back on some of the most popular articles of the year. Throughout 2017, we published more than 200 articles, covering a wide range of teaching and learning topics, including assignment strategies, cell phone policies, course design, flipped classrooms, online discussions, study strategies, and grading policies.

In this, our last post of the year, we reveal the top 17 articles for 2017. Each article’s ranking is based on a combination of factors, including e-newsletter open and click rates, social shares, reader comments, web traffic, reprint requests, and other reader engagement metrics.


Student working on assignment at library. November 1, 2017

Could Your Assignments Use a Tune-Up?

By:

How do students think about assignments? A lot never get past the idea that they’re basically unpleasant things faculty make them do. What does interest a lot of students is finding out what the teacher wants in the assignment, not so much what the assignments asks but more seeking insight as to what the teacher “likes.” Discover that and there’s a better chance of a good grade, or so the thinking goes. Unfortunately, very few students look at an assignment and think, now there’s an interesting learning opportunity.


student with pile of books March 16, 2016

It’s Not About Hard or Easy Courses

By:

Now here’s an argument I haven’t heard before: Improving your instruction makes it easier for students to learn. If it’s easier for them to learn, they won’t work as hard in the course, and that means they could learn less. It’s called offsetting behavior and we can’t ask students about it directly because it would be disingenuous for them to admit to studying less when learning becomes easier.


brain learning September 14, 2015

UDL: A Systematic Approach to Supporting Diverse Learners

By:

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.


April 8, 2015

How Assignment Design Shapes Student Learning

By:

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.