Weekly Teaching Tips

Feedback, Early and Often How are your classes going so far? Are your students on track? By this point in the semester, students need some feedback on their progress. They, and we, need to know whether they’re learning what we want them to learn, so we can figure out what to adjust.

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.

“We teach to change the world,” says Stephen Brookfield. Such meaningful work will not be easy, he continues. It requires rigorous critical reflection on our practice, and a refusal to teach “innocently”: “teaching innocently means thinking that we’re always understanding exactly what it is that we’re doing, and what effect we’re having.”

As you brace yourself to tackle mountains of papers, projects, or exams, here are a few suggestions to make grading a little easier:

A good rubric can save you time and frustration. When we’re evaluating student work, it’s easy to get distracted by the surface features (formatting, sentence structure…the list goes on).

By some estimates, up to 40% of students suffer from test anxiety; around 20% experience anxiety severe enough to compromise their academic performance. A modicum of anxiety spurs focus and motivation; but severe test anxiety is associated with reduced working memory, confused reasoning, increased mistakes, and (no surprise) lower test scores.

This fall, CAT started a Thank-A-Professor program, to help your students express their gratitude for you and the learning opportunities you create for them. The outpouring was astonishing: hundreds of heartfelt messages attest to your students’ appreciation and esteem.

This has been a tough semester for many of our students: Irma was just the beginning. Students are stressed, and some are grieving. Soon they’ll be swamped in exams and final papers; you’ll be buried in grading–but your course deserves a denouement that isn’t frantic or underwhelming.

Why don’t we treat the last five minutes of class more like the finale of a gripping movie? Nobody packs up to leave the theater minutes before the  big reveal. The last few minutes can shape what students take away from  the whole lesson, like an unexpected twist can alter our understanding of a film, but too often they’re lost in a shuffle of announcements.