College teachers are always on the lookout for ways to help students better understand why their paper, essay answer, or project earned a particular grade. Many students aren’t objective assessors of their own work, especially when there’s a grade involved.
We need to work more with students on seeing exams as something more than just grade generating experiences. Here’s a postexam review assignment that contributed to improved exam scores and promoted metacognitive development.
— Read on www.facultyfocus.com/articles/teaching-professor-blog/an-innovative-postexam-review-activity/
One of our goals as instructors is to place the responsibility for learning experiences on students. We thought a more engaging syllabus format might be more intellectually invigorating and better at connecting students with the course.
— Read on www.facultyfocus.com/resources/preparing-to-teach/syllabus/syllabus-format-may-enhance-understanding-course-requirements/
AAU wanted to improve science education beyond an instructor-by-instructor basis. Five years on, a major initiative piloted on eight campuses seems to be working.
A collection of activities and assignments designed in a way that they can’t be completed without students assuming some responsibility for learning.
In college lecture halls, evidence suggests it’s time to put down the laptop and pick up a pen