students in lecture hall March 29

Six Things You Can Do to Deepen Student Learning

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For baseball fans and players, springtime can only mean one thing: spring training. Every year professional baseball players head to Arizona or Florida to hone their craft. These are professionals mind you, but they continue to spend hours each year working on many of the same things Little Leaguers work on during the start of their seasons—throwing, catching, hitting, base running, and so forth.

As they make minor adjustments in these fundamentals of the game, the overall outcome is a major improvement. The same is true for faculty who remain mindful of their fundamentals, and make small, incremental improvements to their teaching.


formative assessment - deep learning December 17, 2018

Assessment for Learning: It Just Makes Sense

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Assessment for Learning (AfL), sometimes referred to as “formative assessment” has become part of the educational landscape in the U.S. and is heralded to significantly raise student achievement, yet we are often uncertain what it is and what it looks like in practice in higher education. To clarify, AfL includes the formal and informal processes that faculty and students use during instruction to gather evidence for the purpose of improving learning. The aim of AfL is to improve students’ mastery of the content and to equip and empower them as self-regulated, life-long learners.


Activities to get students thinking October 11, 2017

Designing Developmentally: Simple Strategies to Get Students Thinking

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I continue to be concerned that we don’t design learning experiences as developmentally as we should. What happens to students across a course (and the collection of courses that make up a degree program) ought to advance their knowledge and skills. Generally, we do a good job on the knowledge part, but we mostly take skill development for granted. We assume it just happens, and it does, sort of, just not as efficiently and extensively as it could if we purposefully intervened.


puzzle pieces of the brain March 3, 2017

Remembering vs. Understanding

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I don’t teach history, but I’ve always been a bit of a history and trivia buff. So, just for fun, I recently decided I wanted to memorize all the U.S. presidents in order. For the early presidents, I use a mnemonic that I learned in elementary school: Washington And Jefferson Made Many A Joke” which refers to Washington, Adams, Jefferson, Madison, Monroe, Adams, Jackson.


students in lecture hall January 18, 2017

Interleaving: An Evidence-Based Study Strategy

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Interleaving is not a well-known term among those who teach, and it’s not a moniker whose meaning can be surmised, but it’s a well-researched study strategy with positive effects on learning. Interleaving involves incorporating material from multiple class presentations, assigned readings, or problems in a single study session. It’s related to distributed practice—studying more often for shorter intervals (i.e., not cramming). But it is not the same thing. Typically, when students study and when teachers review, they go over what was most recently covered, or they deal with one kind of problem at a time.


students studying at library June 10, 2016

The Phases of Inquiry-Based Teaching

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A central goal of education is teaching critical-thinking skills. Inquiry-based teaching is an excellent path to this goal. Based partly on the philosophy that “humans are born inquirers,” the method focuses on student discovery over pushing information from the instructor. Along the way, the students explore multiple sources and contexts, ask questions and pursue hypotheses, and work to apply their theories to new and diverse situations. In doing this, they actively discover the interrelatedness among concepts, topics, and theories.


group work July 17, 2015

Cooperative Learning Structures and Deep Learning

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Cooperative learning structures such as jigsaw and think-pair-share are widely used in college classrooms. The two most basic tenets of cooperative learning involve positive interdependence and individual accountability. “Positive interdependence means that group members perceive that the collective effort of the group is essential in order for the individual learners to achieve their goals.” (p. 176) And individual accountability establishes that students are assessed individually on their achievement of the learning goals.


March 16, 2015

Using Context to Deepen and Lengthen Learning

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Nearly every teacher has experienced students forgetting something important. This forgetfulness comes in various forms. It might involve not following instructions for an assignment, missing a due date, forgetting important details on a test, or even forgetting to take the test itself. Whatever the memory infraction, there are usually good reasons why students forget. Gratefully, there are a few simple ways teachers can build context to help students achieve deeper and longer lasting learning.


class discussion January 12, 2015

Using Fundamental Concepts and Essential Questions to Promote Critical Thinking

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Could your students identify the most important concepts in your discipline? Do they leave your class understanding these most fundamental concepts, including the ability to reason using these concepts to answer essential questions? Do your students become critical thinkers who connect concepts and practices in your course with other courses? With their future professional lives?


deep learning July 28, 2014

Learning on the Edge: Classroom Activities to Promote Deep Learning

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The explosion of educational technologies in the past decade or so has led everyone to wonder whether the landscape of higher education teaching and learning will be razed and reconstructed in some new formation. But whatever changes might occur to the learning environments we construct for our students, the fundamental principles according to which human beings learn complex new skills and information will not likely undergo a massive transformation anytime soon. Fortunately, we seem to be in the midst of a flowering of new research and ideas from the learning sciences that can help ensure that whatever type of approach we take to the classroom—from traditional lecture to flipped classes—can help maximize student learning in our courses.