When you are a math teacher you are often faced with the dilemma of whether to assign partial credit to a problem that is incorrect, but that demonstrates some knowledge of the topic. Should I give half-credit? Three points out of five? My answer has typically been to give no credit…at first. However, taking a page from my colleagues in the English department (and grad school), I do allow for revisions, which ends up being a much better solution.
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
What course characteristics “satisfy” adult students? What expectations do they have for their courses? These questions are important because more and more adults now attend higher education, and many are participating in programs designed especially for them.
We often wonder what we can do to help students engage with the material so they can learn it at a deeper level. Students don’t make that an easy task. They arrive in class having not read the material or having not thought about it in meaningful ways, and that keeps them from being engaged in class. Several years ago, I read George Kuh’s article “What Student Engagement Data Tell Us about College Readiness,” in which he writes, “Students who talk about substantive matters with faculty and peers are challenged to perform at high levels, and receive frequent feedback on their performance typically get better grades, are more satisfied with college, and are more likely to persist” (Peer Review, January 1, 2007, p. 4; italics mine). Here are three ways I try to provide feedback that engages students and not overwhelm myself with grading tasks in the process.
It is difficult to teach if students are unprepared to learn. In a 2013 Faculty Focus reader survey, faculty were asked to rank their biggest day-to-day challenges. “Students who are not prepared for the rigors of college” and “Students who come to class unprepared” finished in a statistical dead heat as the #1 challenge; roughly 30% of the respondees rated both challenges as “very problematic.”
Let’s start out by defining our terms. The definition of service-learning differentiates it from volunteering and old-fashioned community service.
It is true that there are many definitions about service-learning floating around, some since the 1970s. In fact, everyone reading this probably has one. But this definition is a solid working one, succinctly covering the distinctives:
In more than 20 years of teaching, I have learned that too much information frustrates rather than inspires students. Today, however, with a few clicks of the computer mouse, any teacher can retrieve an overabundance of information. What is more, courseware makes distributing this information to students amazingly easy. As a result, teachers risk (unintentionally) giving students much more information than they can reasonably digest, including electronic texts, supplementary texts, and background information. The key to avoiding information overload is remembering course goals.
If you are a distance education administrator, you know that running an effective program means more than just developing courses and ensuring consistent delivery. It also means complying with key regulations that impact the operations and experience of the program.
Introverts. Who are they and how do we ensure they thrive in active learning classrooms? If you have ever come to the midterm point of the semester and graded a stellar paper of a student whose name you don’t recognize and who has never raised her hand in class, you may have just identified an introvert in your classroom.
Nate Cottle, professor of human environmental sciences at the University of Central Oklahoma, uses the process approach to learning as delineated by William Horton (2006) in his online and blended courses. Cottle spoke to Online Classroom about using this model. “Learning isn’t something that has to be confined to the classroom, and so as I teach blended classes, I think the more I can involve the students in learning and the more contexts I can involve them in, the more they’re going to learn,” he said. “The idea is to get them to slowly digest the information in different ways and to engage in different activities so that by the time the course comes to an end, they can apply the knowledge they have learned. That’s the ultimate goal: to get them to be in a state where they can apply the knowledge.”
The body of evidence documenting the effectiveness of cooperative learning is already impressive. The large and regularly cited meta-analysis of Johnson and Johnson published in 1987 reviews 378 studies that explore the use of cooperative learning groups in a wide range of settings. More than half of the studies reviewed favored cooperation in groups compared with only 10 percent favoring individual effort.