The body of evidence supporting the effectiveness of regular quizzes on assigned readings continues to grow. Here’s why they work.

Source: Reading Quizzes: Why They Work | The Teaching Professor

The final class minutes can be best spent constructively assessing levels of student learning to disrupt illusions of fluency.

Source: Disrupting Illusions of Fluency – Faculty Focus | Higher Ed Teaching & Learning

TAMPA is the acronym for a method of teaching critical thinking. It stands for Teach, Analyze, Model, Practice, and Assess.

Source: Using TAMPA to Teach Critical Thinking Across the Disciplines | The Teaching Professor

We all endorse it and we all want our students to do it. We also claim to teach it. “It” is critical thinking, and very few of us actually teach it or even understand what it is (Paul & Elder, 2013). Research tells us that our students learn critical thinking only after we receive training in how to teach it and design our courses explicitly and intentionally to foster critical thinking skills (Abrami, Bernard, Borokhovski, Wade, Surkes, Tamim, & Zhang, 2008). We have to start by formulating assessable critical thinking learning outcomes and building our courses around them. Read more Teaching Critical Thinking: Some Practical Points ›

Source: Teaching Critical Thinking: Some Practical Points

Active learning strategies such as these move students from passive to active participation in their learning; boosting retention in the process.

Source: Three Active Learning Strategies | Faculty Focus

The one-sentence lesson plan helps professors focus on learning—rather than on teaching—by answering three simple things: The what, the how, and the why.

Source: Focus Your Lectures with the ‘One-Sentence Lesson Plan’ – Faculty Focus | Higher Ed Teaching & Learning