The best teachers want the highest possible number of students in their classes to learn from their instruction. Read on to learn how the principles Universal Design for Learning can assist in developing an inclusive class, and removing learning hurdles that students may encounter.
Months of lectures, activities, group projects, quizzes, readings, and more typically culminate in an end-of-term evaluation. It may be tempting to slip into the default “review for final exam” mode as a term comes to a close as tests can be worthwhile for student learning and retention (see 8 Benefits of Frequent Quizzing and Testing.) However, final projects can prove
Few things strike fear in the hearts of students as much as tests, especially when knowing they will be used for summative assessment. Test anxiety aside, quizzes and tests can actually help students learn course content. Research demonstrates that the testing effect, which is sometimes called test-enhanced learning or retrieval practice, has a greater impact on student learning than simply
No student enters the classroom as a blank slate. Each has prior knowledge, also known as background knowledge, which informs their approaches to and understanding of new material and new experiences. Prior knowledge is the accumulation of everything a student has learned, through both formal and informal means. We can help students better understand new material by activating their prior
Much of the literature about teaching and learning stresses that teachers should articulate their learning goals as well as their objectives and outcomes. Learning goals allow you and your students to focus on what they are supposed to learn. When learning goals are explicit, they will guide students’ decisions on where to focus effort as well as to illuminate what
Few of us have had formal opportunities to learn about teaching online. As a result, we often lack a full understanding, or even a good practical sense, of the look, pacing, and feel of an online course. But to teach online well, we need such knowledge. Lee Shulman, educational psychologist and former president of the Carnegie Foundation for the Advancement
In higher education, we work within semesters, quarters, or terms that last a set number of weeks. Within a given term, we teach in chunks of time, with classes lasting 50 minutes, 3 hrs, 8 hrs, or other increments. But when we teach online, no longer does teaching have to occur synchronously at a fixed time and location. The online teaching environment requires reconsidering traditional notions of time
Higher education institutions have been scrambling to meet the demand for remote and online courses. This has been due in part to general growth trends in online enrollment, but it has also been accelerated out of response to the Covid-19 pandemic. Because of this, we have focused on helping faculty teach more effectively online. In this blog, we turn our
After years – even decades – of teaching onsite, many instructors are able to teach a traditional, classroom-based course without having laid out the entire course in advance. This approach doesn’t work well in the online classroom, however, as online course delivery requires more fully developing the course ahead of time. Thus, when teaching online, the process of course design is essential.
At the outset of the COVID-19 pandemic and the sudden, mandatory campus closures, college and university faculty had to quickly determine how best to offer instruction online. Video-conferencing apps like Zoom and Skype provided a lifeline, as many faculty turned to synchronous remote instruction to communicate with their geographically dispersed students. Some instructors, knowing that their students only had access
“When you learn, teach. When you get, give.” ~Maya Angelou Many of us teaching in higher education don’t think about lesson planning. But creating a lesson plan can be important to a successful class and for student learning. Creating a lesson plan prompts instructors to identify learning objectives, organize course content, plan learning activities, and prepare learning materials. The process
“I like a teacher who gives you something to take home and think about besides homework.” ~Lily Tomlin When you are choosing what students will do during the semester, have you ever wondered whether you are assigning too much or too little work? Finding an appropriate workload balance for students can be a real challenge. And surprisingly, little research about