Upon setting foot in the classroom at the beginning of the semester, many students experience varying degrees of anxiety or fearfulness. As educators, we often sense nervousness among our pupils as we introduce ourselves and hand out copies of the course syllabus to review. Most students settle in shortly, but some may remain consistently fearful. Is it possible that their high levels of fear negatively affect their ability to learn in the classroom from week to week? In this article, we discuss the role of debilitating fear in some students’ lives and identify ways that educators can help them attain success despite their anxiety.
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Unfortunately, all too often performance on the first exam predicts performance throughout the course, especially for those students who do poorly on the first test. Faculty and institutions provide an array of supports for these students, including review sessions, time with tutors, more practice problems, and extra office hours, but it always seems it’s the students who are doing well who take advantage of these extra learning opportunities. How to help the students who need the help is a challenging proposition.
Online Group Projects – Yikes! You can hear the moans and groans of students echoing through your computer monitors as you start the first week of your online course. The reasons for requiring a group project vary from one discipline to another, but there are educational and career motives for requiring group projects. Students will have an opportunity to develop team skills, improve communication skills, and leverage their own personal interests and experiences to contribute to a group project.
An increasing number of individuals are being diagnosed with autism spectrum disorders (ASD), particularly the higher functioning form of autism previously known as Asperger’s disorder. Many of these individuals choose to attend college and it is no longer unusual to encounter them in your classes. Although they can be excellent students, those with ASD may come across as odd or eccentric with idiosyncratic behaviors and interests. This can make their presence in the classroom somewhat vexing for instructors who do not understand the challenges and strengths of these students.
Online discussions are often implemented in college classes to allow students to express their understanding and perceptions about the assigned readings. This can be challenging when the reading is particularly complex, as students are typically reluctant to share their interpretations because they are not confident in their understanding. This can inhibit meaningful interactions with peers within an online discussion.
You’re asking the wrong question. No, seriously, you’re probably asking the wrong question.
Yeah, that’s a pretty bold statement. But I’ve read tens of thousands of questions meant to prompt discussions in online course rooms, and the odds are I am right.
The landscape: You have taught a class in-person for five years and due to a variety of reasons you have the option to teach it online … next semester. You need to quickly transition your in-person curriculum into a creative and successful online course. Here are five steps to get you there.
Editor’s note: The following is an excerpt from Student-Generated Reading Questions: Diagnosing Student Thinking with Diverse Formative Assessments, Biochemistry and Molecular Biology Education, 42 (1), 29-38. The Teaching Professor Blog recently named it to its list of top pedagogical articles.
As instructors, we make a myriad of assumptions about the knowledge students bring to our courses. These assumptions influence how we plan for courses, what information we decide to cover, and how we engage our students. Often there is a mismatch between our expectations about what students know and how students actually think about a topic that is not uncovered until too late, after we examine student performance on quizzes and exams. Narrowing this gap requires the use of well-crafted formative assessments that facilitate diagnosing student learning throughout the teaching process.
Take a moment right now to ask yourself who your best teachers were growing up. Now list the qualities that made them your best teachers.
Looking at your list, you will probably notice something interesting. When I have faculty do this, they invariably list qualities such as “cared for my learning” or “cared for me as a person.” They do not list qualities such as “the most knowledgeable person in their field.” In other words, they list relationship qualities as the factors that make for a great teacher, not knowledge qualities.
I am not an athlete. I lack coordination and have some physical limitations. My husband, on the other hand, is an excellent skier. He isn’t a teacher but he believed I could learn to ski, convinced me to try, and partnered with me in the learning process, like the best teachers do. Learning to ski taught me 10 coaching strategies bridging four areas: establishing a safe space to learn, sharing responsibility, providing feedback, and empowering the learner. I apply these strategies to facilitating online discussions, but they relate to a range of learning contexts.