That’s not a new finding, and it’s something most instructors already know, but it’s the size of the difference that’s often underestimated.
As educators, we often fall into a trap that we know what’s best for our students. As a result, we often give them assessments (e.g. homework, activities) to hone their knowledge or skills and gauge their progress, and then we often give additional assessments to ensure they have met the learning objectives.
Snapchat is probably the most popular social media app among those under 30.
What makes some teachers more effective than others? Throughout my teaching career, I have asked numerous colleagues, mentors, and associates for their advice regarding excellent teaching.
Collaborative learning is an educational environment where students work together in smaller groups to achieve a common goal.
Having never viewed myself as an expert and periodically believed I’m an imposter just waiting to be found out, I went a long time without worrying about the so-called curse of knowledge.
I probably shouldn’t admit this, but when I was just beginning my teaching career, I had one clear goal on the first day of class: scare the living crap out of my students.
If you teach, you know about learning outcomes. Unless you inherited your courses from someone else, you’ve developed lists of them. You’ve probably had to submit these lists to the administration to be reviewed and possibly revised.
From the initial job interview until the faculty portfolio is submitted, tenure-track professors shed the proverbial blood, sweat, and tears worrying they won’t make the grade.
Instructors who use a Lightboard to teach difficult concepts to asynchronous online students also bring resident faculty expertise to the online space, non-dependent on the course facilitator.
