Understanding Project-Based Learning in the Online Classroom
In his wonderful TED talk, Dan Meyer describes how he began one of his math classes by showing students a video of a hose slowly
John Orlando, PhD
February 5, 2016
Articles
Why Are We So Slow to Change the Way We Teach?
Some thoughts about change—not so much what to change, as the process of change, offered in light of its slow occurrence.
Yes, lecture is a good example. In a recent survey, 275 econ faculty who teach principles courses reported they lectured 70 percent of the class time, led discussion 20 percent of the time, and had students doing activities for 10 percent of the time. The article cites studies in that field from the mid-’90s reporting similar percentages. Maybe some other fields have changed more, but evidence supports a continuing reliance on lecture in many fields.
Maryellen Weimer, PhD
February 3, 2016
Making the Most of ‘Reporting Out’ after Group Work
Have you seen the following scenario take place? Students are engaged in some form of group work in class; think/pair/share, working through an assignment, or simply brainstorming ideas in small groups. The students may start out slowly, but soon they are actively engaged, everyone is sharing their ideas and the class is filled with energy.
Bridget Arend, PhD
February 1, 2016
Designing Effective Team Projects in Online Courses
Participating in team projects offers students the chance to develop interpersonal communication skills (Figueira & Leal, 2013), build relationships with classmates, and increase the level of collective competencies as each group member brings something different to the group. However, in the online environment where the majority of the work occurs asynchronously, students may resist having to work with others (Smith et al., 2011) on graded assignments. Students often say that they do not like group work because they expect that they will have to contribute more than their teammates or that they will have difficulty scheduling times to meet with other group members. They also may be uneasy about being assigned an individual grade based on the work of the team.
After teaching fully online courses for the past five years, I offer seven best practices for teamwork in online courses:
Stephanie Smith Budhai, PhD
January 29, 2016
Five Ways to Improve Exam Review Sessions
Here are two frequently asked questions about exam review sessions: (1) Is it worth devoting class time to review, and (2) How do you get students, rather than the teacher, doing the reviewing? Instead of answering those questions directly, I decided a more helpful response might be a set of activities that can make exam review sessions more effective.
Maryellen Weimer, PhD
January 27, 2016
Ready to Flip: Three Ways to Hold Students Accountable for Pre-Class Work
One of the most frequent questions faculty ask about the flipped classroom model is: “How do you encourage students to actually do the pre-class work and come to class prepared?”
This is not really a new question for educators. We’ve always assigned some type of homework, and there have always been students who do not come to class ready to learn. However, the flipped classroom conversation has launched this question straight to the top of the list of challenges faculty face when implementing this model in their classrooms. By design, the flipped model places more emphasis on the importance of homework or pre-class work to ensure that in-person class time is effective, allowing the instructor and the students to explore higher levels of application and analysis together. If students are unprepared, it leads to frustration, stress, and anxiety for everyone.
Barbi Honeycutt, PhD
January 25, 2016
Free ‘Clickers’ for All: Using Google Forms to Survey Your Students
As many educators are, I am interested in exploring methods that provide real-time, formative assessment in the classroom. Being a teacher of such courses as microbiology, microbial genomics, and immunology, which are dense in jargon and abstract concepts, I need to be able to quickly get a snapshot of how well my students are grasping important ideas or concepts. My students also need this information in order to assess their own learning. To this end, I started exploring the use of personal response systems, or “clickers,” as a method for rapid classroom assessment. The overall trend of the SoTL data gathered on this topic indicates that clickers can be used for formative assessment, including in my own field of biology. Awesome!
Michael J. LaGier, PhD
January 22, 2016
Broadening Pedagogical Knowledge by Learning from Other Disciplines
The bulk of scholarship on teaching and learning continues to be embedded in our disciplines. It ends up there because that’s where it counts (if it does) and because there’s a long-standing and still fairly widely held belief that the teaching needed for a particular kind of content is unique. Unless you know the content, you can’t know how to teach it.
Maryellen Weimer, PhD
January 20, 2016
Goldilocks and the ‘Just Right’ Strategy for Helping Students Acquire New Content
When Goldilocks visits the three bears’ house, she tastes the porridge they left out in the kitchen; papa’s porridge is too hot, mama’s is too cold, but baby bear’s porridge is “just right” for her. Believe or not, this notion of “just right” is meaningful to college professors as they prepare content for their classes.
Karen S. Buchanan, EdD
January 15, 2016
Becoming a Better Teacher: Articles for New and Not-So-New Faculty
A couple of months ago a colleague asked me to recommend a book for his new faculty reading group. I rattled off the names of several, but then wondered if a packet of articles might not be a better option. When I started to identify articles, it came to me that the what-to-read dilemma for new and not-so-new faculty goes beyond the articles themselves. It is more about the categories of work on teaching and learning rather than individual pieces.
Maryellen Weimer, PhD
January 13, 2016
