Hunting for Misconceptions The first principle of learning, in How Learning Works (a fall CAT reading group selection—you can read the first chapter here) is this: Learning must be built on prior knowledge. When we learn, we are “interpreting incoming information and… perceptions through the lens of…existing knowledge, beliefs, and assumptions.” To learn effectively, students […]

Scaffolds are a familiar sight on the west side of campus, as the future EAOS facility take shape. They’re also, less visibly, an everyday aspect of our classroom work. Scaffolding is the structure we provide to help students bridge the gap between their current levels of knowledge or skill and the knowledge or skill levels we want them to attain.

One of our most important tasks in the opening stages of a semester is to learn as much as we can about our students—and not just about their prior knowledge. We can help them learn best if we also get to know them as human beings. Hammond (2015) and Immordino-Yang (2015) both note that social acceptance is crucial for learning, freeing up cognitive resources for deep processing.

The opening of a new semester, full of promise and potential, may not seem like the best moment to give a test…  but it’s worth taking time in the first week of class to gather some baseline data on what your students already know or can do.

Happy New Year! There’s a fresh semester ahead of us. If one of your resolutions is to build an even more galvanizing learning experience for your students, your syllabus–the learning guide for your course–deserves a fresh take, too.