Reading a peer's work triggers many students to recognize improvements that they could make in their own. In fact, giving feedback might actually support more learning and growth than getting feedback.
course planning
To be helpful, feedback should focus on helping students to improve their work, not on evaluating them. And it should connect back to expectations that were clear from the start.
Dewey was not just concerned with adapting education to meet the moment of the Industrial Revolution, but in realizing the democratic ideals of the United States.
By teaching students to pick apart and become conscious of the structures and conventions of scholarly writing, we can help them to absorb those conventions and replicate them.
When I first heard the term "student-centered teaching," I recognized it as an apt description of what I had been doing instinctively. In general, it means shifting your focus from the content you're teaching to what your students are learning.
After 8 years of teaching Latin, Greek, Roman civilization, and other topics in the classical world, I’ve moved on to work as a curriculum designer and faculty development facilitator for a small nonprofit, The Citizens Campaign. I’m on a team of former practitioners of government and politics who
From Rape to Revolution
I think it's bizarre that professors don't get continuing education in pedagogy, so I'm writing a blog about it for my colleagues in Classics and the humanities.
Despite being suspended and banned from campus or even denied their degrees in some cases, the students in those encampments got a better education than many of their classmates, in the ways that matter.
Formative assessment is dialogic in nature, a conversation where student and instructor communicate back and forth about beliefs, strategies, expectations, and judgments. Both the student and the instructor get feedback that will help them do better.
It's important for instructors to get to know the learners in the room, because the learners' prior knowledge and goals play a huge role in determining what they'll learn, and how much they'll learn, and how quickly. Everyone in the room will learn a lot more if the class becomes a community.
In my mind, there are three great ways to use mind maps in the classroom: 1) mastering a lot of new information in an intro class; 2) going beyond rote learning; or 3) planning an essay, paper, project, or complex assignment, especially in a group
When I delved into scholarship on supporting first-gen college students, I thought about Marius and the Roman "new man" trope. They turned a potential deficit into an asset, and a core aspect of their identity.
By teaching students to pick apart and become conscious of the structures and conventions of scholarly writing, we can help them to absorb those conventions and replicate them.
UDL can and should include using tech accessibility tools, but also goes much further. At the end of the day, UDL is about getting rid of artificial barriers so that everyone can get on with the business of learning.
When I first heard the term "student-centered teaching," I recognized it as an apt description of what I had been doing instinctively. In general, it means shifting your focus from the content you're teaching to what your students are learning.
I think the "Quickfire" is a framework that we can apply to teaching, particularly to active learning in the form of group work, including online breakout rooms. It's something we can do in every class, and we can mix it up to keep it interesting.
As professors and facilitators of discussion, we urgently need more training on what to do when discussion goes off the rails, because it does not feel good to let students down.
Embrace taking breaks during your lectures, even just for a minute or two, and even at the end of the semester when you're exhausted. It's not laziness, it's cognitive science!
It's worth reflecting on what assets you bring to the table as a learner, too, as you think about how to make the most of the assets others bring to your classrooms.
