The stream of “how to teach online” books and materials to support those faculty who are teaching online. I enjoy these. They are increasingly aligned with what we know about learning (and we know much more than my teachers did… we know more than any teachers did even 10 years ago). One of the great Read More
In my first teaching position in a middle school in rural Vermont, my team had a daily “exploratory” period scheduled. Teachers were responsible for supervising an activity that was supposed to allow students to explore an interest without the traditional limits of academic classes. One of the exploratory activities that I offered which proved to Read More
Case based learning is similar to problem-based learning, but the cases that introduce problems into the curriculum tend to be more pragmatic. When introducing case-based learning, faculty will often define a situation in which the students are likely to find themselves applying what they are studying in the real world. Case-based learning can be implemented Read More
225: A Lesson on Integration As a high school senior, I was encouraged to enroll in one of two classes to fill a mid-day opening in my schedule. Either a “build your vocabulary” course or an “improve your writing” course. Both had been added to the catalog out of concern that students from my high Read More
I believe that schools are becoming irrelevant in the lives of young people. Adults are trying to improve schools by looking towards their past; “what worked for me will work for them,” is their misguided reasoning. We (and this pronoun includes educators and all other adults who care about our children’s future) must reinvent our Read More
Cognitive load theory is an idea I have been integrating into my presentations and workshops for a few years. (It has been addressed in this blog previously.) This is a version I have been including this summer: While technology acceptance is a theory that can explain and predict the decision to use a technology, cognitive Read More
Eric Mauzer, a Harvard physics educator, is well-known for developing the concept of integration as an aspect of deeper learning. Mauzer found that after a long course in which students were taught information and solutions without context, the course had “taught them ‘next to nothing.’ After a semester of physics, they still held the same Read More
184: Business and Politics are Not Teaching and Learning Business and politics are human endeavors that are easily measured; the results of business and politics are generally objective and unequivocal. Business measures success by profits, if the profits are sufficient for the owner or shareholders, then the business is judged a success. In politics, success Read More
In education, interaction matters. If you want your students to remember what they are supposed to learn and if you want them to be able to use what you teach them in other situation, then they must think about it with you and with other students. This idea has been featured in this blog previously. Read More
Tests can be understood in one of two ways; they are either culminating events or they are gateway events. Most tests administered in classrooms are likely culminating events. At the end of a unit of study, tests are administered to determine the degree to which the information was retained. After the test, the students can Read More