Teach Strats

HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS

Teaching and Learning

A Classroom Icebreaker with a Lesson that Lasts

I bring a box to the first day of class — especially if it’s a course with beginning students. At precisely the time class starts, I walk into the room with my box filled with random, quirky objects. I like to include a small Alf doll, a pad of Post-its, some scissors, perhaps a can of Slim-Fast, a candle, a rock, a comb, and maybe six or seven other objects indiscriminately gathered as I leave for class. As soon as I enter the room, I put the box on the table; take each article out; place it on the table; and finally, when all of them are out, return them to the box. Then I ask the students to take out a piece of paper and write down as many of the items as they can remember.

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Virginia Freed February 23, 2010

Reconsidering Grading Students on Class Participation

A common phrase uttered during the first day of class is: “You will be graded on class participation.” As instructors we know what we expect. But what exactly do our students think we mean by that statement? The longer I’ve taught the more I’ve come to realize that students may not really know.

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Christopher Willard February 22, 2010

Help Your Students Become More Mindful Editors

“How many of you would keep listening to a CD—even of your favorite band—if the CD regularly skipped?” That’s the question I ask my students. Although the question keeps evolving (and now that students have abandoned CDs for iPods, I may have to come up with another analogy), my point doesn’t change. Even in pleasurable pursuits, we tolerate distractions or interference only to a degree, after which we abandon the activity.

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Noralyn Masselink February 12, 2010

Researchers Recommend Providing Students with Partial Notes

Course management software programs make it especially easy for instructors to provide students with a set of complete lecture notes. It seems that more instructors are doing this, as witnessed in the regularity with which students ask that the instructor’s notes be posted. But is giving students a complete set of notes a good idea?

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Maryellen Weimer, PhD February 4, 2010

Helping Students Understand Intended Learning Outcomes

Faculty who communicate intended learning outcomes help students to be more aware of their learning. The realities of “meta-learning” are that students gain practice in becoming more reflective on their experiences as learners—they start to see the why and how of education as it translates into knowledge and skills. Just as important is how they begin to view the educational experience in its entirety.

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Jo Allen PhD. January 21, 2010

Encouraging Student Participation in Large Classes

If you’re interested in approaches that encourage students to participate in class and develop their public-speaking skills, as well as techniques that help you learn student names, then my “daily experts” strategy may be of use to you.

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Angie Thompson, PhD January 6, 2010

Why It Can Be Hard to Get to Know Your Students

Getting to know your students is important, but as Dean A. McManus (referenced below) points out, it’s not always easy and may, in fact, be one of the few things that get worse with experience. Here’s why:

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Maryellen Weimer, PhD December 18, 2009