Professors chatting in library. September 13

How to Make our Conversations about Teaching More Productive


Where do your new ideas about teaching and learning come from? Perhaps some come from Faculty Focus and this blog? We certainly hope so! But most college teachers don’t get instructional ideas from the literature. They get them from other teachers, usually in face-to-face or electronic exchanges. Interesting, isn’t it, how much pedagogical information is passed on and around in these very informal ways.

Group of students studying. September 6

Getting Students to Take Responsibility for Learning


I’ve been writing for years that we need to teach in ways that encourage students to take more responsibility for their learning. Recently, it became clear that my thinking on this needed more detail and depth. I’ve been saying that it means students should be doing the learning tasks that make them stronger learners. They should be figuring out what’s important in the reading, rather than having the teacher to tell them. They should be taking notes rather than expecting to get the teacher’s slides and notes.

students taking test August 30

A Challenge to Current Grading Practices


There’s a lot to be gained from considering ideas and arguments at odds with current practice. In higher education, many instructional practices are accepted and replicated with little thought. Fortunately, there are a few scholars who keep asking tough questions and challenging conventional thinking. Australian D. Royce Sadler is one of them. His views on feedback and assessment are at odds with the mainstream, but his scholarship is impeccable, well-researched, and logically coherent. His ideas merit our attention, make for rich discussion, and should motivate us to delve into the assumptions that ground current policies and practices.

class discussion August 9

How Good Are Your Discussion Facilitation Skills?


Successfully leading and guiding student discussions requires a range of fairly sophisticated communication skills. At the same time teachers are monitoring what’s being said about the content, they must keep track of the discussion itself. Is it on topic? How many students want to speak? Who’s already spoken and wants to speak again? How many aren’t listening? Is it time to move to a different topic? What’s the thinking behind that student question? How might the discussion be wrapped up?

student raising hand on class August 2

The Importance of Learning Students’ Names


Names … why do we have such trouble learning them? For those of us who struggle with names, it never gets easier, no matter how many tricks we try. It can be embarrassing—to ourselves and to others. I remember once visiting a mall while out of town and hearing someone calling my name. Soon, a vaguely familiar person was greeting me with enthusiasm. “I am so happy to see you! It’s been so long? How are you?”

Who is this?, I’m thinking to myself. Course rosters roll through my mind. Nothing. No associations. No connections. Finally, in embarrassment I admit. “I’m terribly sorry but I can’t remember your name. When did you take my course?” “Maryellen! I’m Simone Beck. We went to college together.”

student multitasking when studying July 26

Four Student Misconceptions about Learning


“Efficient and effective learning starts with a proper mindset,” Stephen Chew writes in his short, readable, and very useful chapter, “Helping Students to Get the Most Out of Studying.” Chew continues, pointing out what most of us know firsthand, students harbor some fairly serious misconceptions that undermine their efforts to learn. He identifies four of them.

students working in whiteboard on first day of class July 19

First Day of Class Activities that Create a Climate for Learning


There’s no discounting the importance of the first day of class. What happens that day sets the tone for the rest of the course. Outlined below are a few novel activities for using that first day of class to emphasize the importance of learning and the responsibility students share for shaping the classroom environment.