Class discussions can be forgettable or they can have a great impact on students. This article discusses how you can make sure your discussions are the latter.
Nine Ways to Improve Class Discussions
From: Faculty Focus
By: Maryellen Weimer, PhD
A great article on why the ideas behind why the policies are in place must be discussed with the students so they understand why the policies are in place.
Why Policies Fail to Promote Better Learning Decisions
A great article on when rubrics are useful, and why teaching students how to evaluate work may be an important side benefit of rubrics….
Exploring the Advantages of Rubrics
From: Faculty Focus
By: Maryellen Weimer, PhD
The article highlights some of the questions which should be asked about large classes, and explains the answers as they see them.
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Four Key Questions about Large Classes
From: Faculty Focus
By: Maryellen Weimer, PhD
This article suggests the importance of the first day of class for forming “mutually influencing relationships” with your students.
Teachers, Students and the Classroom Tango
From: Faculty Focus
By: Maryellen WQeimer, PhD
The secret to successful implementation of a flipped classroom model is assessment and acting on the data collected.
Four Assessment Strategies for the Flipped Learning Environment
From: Faculty Focus
By: Robert Talbert
Student learning is largely dependent on the type of mindset they hold. This article explains how teachers can help students achieve the mindset most beneficial to learning.
A Mindset for Learning: The Dispositions of Academically Successful Students
From: The Scholarly Teacher
By:Scott Gaier
The advent of online learning has forced us to change the way we must go about teaching. The article below talks about how Direct Instruction can still be effective in online learning.
Rethinking Direct Instruction in Online Learning
From: Faculty Focus
By: Kristi Bronkey
How can you know when a student is lying about the “family emergency” that kept them from doing their assignment? According to this article, more often than not, students aren’t being entirely honest whenever they ask for an extension, with little regard to how much an assignment is worth.
Research Highlights How Easily and Readily Students Fabricate Excuses
From: Faculty Focus
By: Anna M. Carmichael and Lacy E. Krueger
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