Teach Hub

MARCH 4, 2024

Strategies for Boosting Student Participation Creating an environment where students feel comfortable and confident enough to participate in classroom activities and discussions requires intentional strategies. The most widely used strategies use the active learning approach.

Participation 104

Participation Students Discussions Quizzes 104

Faculty Focus

NOVEMBER 13, 2022

Providing quality feedback that can aid in developing students as independent learners (Brown, 2007; Ferguson, 2011) leads to students recognizing the active process of learning and beginning to seek out feedback to improve work. Using this structure, students can actively apply feedback to subsequent submissions.

Feedback 119

Feedback Reading Disabilities Assignments 119

Faculty Focus

JANUARY 9, 2024

High-stakes exams may in fact do a better job of measuring how well students cope with test taking, rather than assessing actual learning. Frequent assessment, on the other hand, offers students the opportunity to practice applying knowledge regularly, knowing that a poor grade on a quiz won’t jeopardize their ability to pass a course.

Course Design 128

Course Design Feedback Instructors Students 128

Faculty Focus

MAY 13, 2025

This practice aligns with scholarship advocating for student-centered, participatory approaches to classroom management (Brooks, 1987; Feldmann, 2001; Gonzalez & Lopez, 2001; Sorcinelli, 1994). Acknowledge diverse knowledge bases. Several higher education resources support this model as well. One person speaks at a time.

Syllabus 104

Syllabus Instructors Learning Confidentiality 104

Faculty Focus

MAY 13, 2025

This practice aligns with scholarship advocating for student-centered, participatory approaches to classroom management (Brooks, 1987; Feldmann, 2001; Gonzalez & Lopez, 2001; Sorcinelli, 1994). Acknowledge diverse knowledge bases. Several higher education resources support this model as well. One person speaks at a time.

Syllabus 97

Syllabus Instructors Learning Confidentiality 97

Faculty Focus

NOVEMBER 13, 2022

Providing quality feedback that can aid in developing students as independent learners (Brown, 2007; Ferguson, 2011) leads to students recognizing the active process of learning and beginning to seek out feedback to improve work. Using this structure, students can actively apply feedback to subsequent submissions.

Feedback 98

Feedback Reading Disabilities Assignments 98

Faculty Focus

JANUARY 9, 2024

High-stakes exams may in fact do a better job of measuring how well students cope with test taking, rather than assessing actual learning. Frequent assessment, on the other hand, offers students the opportunity to practice applying knowledge regularly, knowing that a poor grade on a quiz won’t jeopardize their ability to pass a course.

Course Design 111

Course Design Feedback Instructors Students 111

Faculty Focus

NOVEMBER 30, 2023

Even before the pandemic, students often arrived at college without learning how to take effective notes. His pedagogical research interests include student motivation, active learning techniques, and promoting critical thinking. Audette is an associate professor of political science at Monmouth College. References Bui, Dung C.,

Instructors 111

Instructors Lecturing Writing Critical Thinking 111

Faculty Focus

NOVEMBER 30, 2023

Even before the pandemic, students often arrived at college without learning how to take effective notes. His pedagogical research interests include student motivation, active learning techniques, and promoting critical thinking. Audette is an associate professor of political science at Monmouth College. References Bui, Dung C.,

Instructors 111

Instructors Lecturing Writing Critical Thinking 111

Faculty Focus

JUNE 27, 2024

For years, folks have correctly pointed out that the term “active learning” is redundant. When learning is the game, you’ve got to be on the field, actively engaged. We don’t get much by osmosis but must instead rely on effortful acquisition for the knowledge and skills we need. No sitting on the sidelines.

Student Engagement 70

Student Engagement Students Participation Secondary Education 70

Faculty Focus

AUGUST 1, 2024

Moreover, when individuals can engage in dialog around a topic, they are likelier to engage with and retain the material being discussed and take greater responsibility for their learning. Robust small group discussions in turn strengthen larger group dialogue.

Motivation 101

Motivation Instructors Discussions Lecturing 101

Faculty Focus

JUNE 27, 2024

For years, folks have correctly pointed out that the term “active learning” is redundant. When learning is the game, you’ve got to be on the field, actively engaged. We don’t get much by osmosis but must instead rely on effortful acquisition for the knowledge and skills we need. No sitting on the sidelines.

Student Engagement 59

Student Engagement Students Participation Secondary Education 59

Faculty Focus

AUGUST 1, 2024

Moreover, when individuals can engage in dialog around a topic, they are likelier to engage with and retain the material being discussed and take greater responsibility for their learning. Robust small group discussions in turn strengthen larger group dialogue.

Motivation 83

Motivation Instructors Discussions Lecturing 83

Cult of Pedagogy

OCTOBER 1, 2023

Giving Directions How students engage in active learning usually has steps or at a minimum some guidance. When groups are truly working together, they tap into each other’s expertise, knowledge, and thoughts. These types of questions trigger students to think about the knowledge they already have, then apply it.

Group work 52

Group work Assignments Questions Communication 52