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Conversation and Coursework: Strategies to Engage Undergraduate Students with Course ContentĀ 

Faculty Focus

In a course that requires out-of-class reading, that conversation is highly reliant on students doing their part and completing the assigned reading.However, in recent semesters, students engaging in focused reading in which they annotate text is dwindling. There is a notable drop off in the reading and conversations.In

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Reimagining the Flipped Classroom: Integrating AI, Microlearning, and Learning Analytics to Elevate Student Engagement and Critical ThinkingĀ 

Faculty Focus

In the digital era, especially post-pandemic, this strategy has gained renewed importance for fostering active learning, critical thinking, and academic resilience. Today, the flipped classroom is no longer just about moving lectures online but about curating immersive, personalized learning environments.

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Reimagining the Flipped Classroom: Integrating AI, Microlearning, and Learning Analytics to Elevate Student Engagement and Critical ThinkingĀ 

Faculty Focus

In the digital era, especially post-pandemic, this strategy has gained renewed importance for fostering active learning, critical thinking, and academic resilience. Today, the flipped classroom is no longer just about moving lectures online but about curating immersive, personalized learning environments.

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How to Significantly Improve Student Engagement and Retained Learning in Higher Education

Faculty Focus

After 13 years of testing higher-order active learning modalities in the classroom, collecting data, building a database, and analyzing student learning results in bi-annual principles of marketing classes, my colleague and I saw two important results emerge.

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Why I Stopped Starting Class with Content—and What Happened Instead

Faculty Focus

I still assign readings. Step 4: Now we bring in the tools Only after we’ve felt the tension do I introduce the day’s reading, model, or theory. What Didn’t Work (and Why) Let’s be real—this approach has a learning curve. Have students pair up and discuss both sides for five minutes. Something provocative.

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Why I Stopped Starting Class with Content—and What Happened Instead

Faculty Focus

I still assign readings. Step 4: Now we bring in the tools Only after we’ve felt the tension do I introduce the day’s reading, model, or theory. What Didn’t Work (and Why) Let’s be real—this approach has a learning curve. Have students pair up and discuss both sides for five minutes. Something provocative.

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Engaging Strategies for Reluctant Learners in High School

Teachers Pay Teachers

Conduct a casual formative assessment during a class discussion or group activity, and regularly check in with students who need more support. Use inquiry-based learning to foster their natural curiosity and sense of autonomy. Use different types of assessments in your class to help reluctant test-takers show what they know.