students working on project November 7, 2016

The Power of Transparency in Your Teaching

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The most recent issue of Peer Review (Winter/Spring 2016; published by AACU) highlights the powerful impact ‘transparency’ can have on learning for all students. One aspect of transparency is making obvious the intellectual practices involved in completing and evaluating a learning task. But making these processes visible for students is more easily said than done; we are experts in our fields for the very reasons that our thinking and evaluating are automatic and subconscious. It’s hard to describe exactly what we do intellectually when we synthesize or integrate, critique, or create. Similarly, it’s difficult to articulate the differences between an assignment we score as an A and one to which we give a B. Thus, a challenge in achieving transparency is developing a deep awareness of our own processes. Only then can we explicitly teach those thinking processes. In my own case, thinking about thinking (aka metacognition) was a new pedagogical consideration and it took time to learn this new set of skills in the context of teaching biology. So I was tickled pink one day last September when, at my new institution, I was able to problem-solve on my feet. I was teaching a new-to-me set of skills (writing outside of science) in a new-to-me format (discussion) to a population of students with whom I had no prior experience and in a class I’d never taught before.


January 21, 2010

Helping Students Understand Intended Learning Outcomes

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Faculty who communicate intended learning outcomes help students to be more aware of their learning. The realities of “meta-learning” are that students gain practice in becoming more reflective on their experiences as learners—they start to see the why and how of education as it translates into knowledge and skills. Just as important is how they begin to view the educational experience in its entirety.