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Prepare For Fall: Universal Design for Learning (UDL) and Blended Learning Self-paced Online Course

Catlin Tucker

After a year and a half of uncertainty and now with concerns about COVID variants emerging again, we want educators to feel prepared to tackle whatever challenges come their way while providing diverse groups of students with engaging, inclusive, and accessible learning experiences.

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Five Tips for Helping Post-Secondary Students Overcome Failure

Faculty Focus

Post-secondary students often have a plan in mind for what they want to achieve during their academic journey. In such situations, it is important for these students to remember that they are not alone and that there are ways to navigate setbacks and still achieve success. 2020; Waltenbury et al., 2018; Walton & Brady, 2020).

Failure 98
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Five Tips for Helping Post-Secondary Students Overcome Failure

Faculty Focus

Post-secondary students often have a plan in mind for what they want to achieve during their academic journey. In such situations, it is important for these students to remember that they are not alone and that there are ways to navigate setbacks and still achieve success. 2020; Waltenbury et al., 2018; Walton & Brady, 2020).

Failure 98
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How and When to Give Feedback

Catlin Tucker

Feedback is a powerful tool that can profoundly impact student learning and success. However, not all feedback is created equal; some approaches to feedback can propel students toward growth, while others may hinder their progress. How can educators unlock its power and potential to maximize student growth?

Feedback 363
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How I Navigate the Classroom as a Neurodivergent Teacher

Edsurge

My first year in education, my student teaching year, was incredibly difficult. I felt self-conscious about my failures every day. I left my student teaching year feeling genuinely broken. Not only that, but Ive been able to merge the scaffolds Ive built for myself with the scaffolds I provide to students.

Teachers 184
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Essential Considerations for Addressing the Possibility of AI-Driven Cheating, Part 2

Faculty Focus

I came up with the TRUST model to serve as a pedagogical tool for redesigning assignments so that students will be less likely to turn to AI for cheating. Students have always questioned the value of the content, assignments, and activities in their courses (“Why do I have to learn this?!”).

Failure 98
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Essential Considerations for Addressing the Possibility of AI-Driven Cheating, Part 2

Faculty Focus

I came up with the TRUST model to serve as a pedagogical tool for redesigning assignments so that students will be less likely to turn to AI for cheating. Students have always questioned the value of the content, assignments, and activities in their courses (“Why do I have to learn this?!”).

Failure 98