Group items tagged

The author says "information that is best determined collaboratively with students, should not be prescribed by the professor on day 1." What do you think of his examples?

Some interesting ideas for ways to make sure students are still learning when the environment conspires against coming together for class. (You can imagine a number of these strategies also applying to emergencies due to illness or travel problems.)

Interesting advice from Kathy Sierra arguing that the point of a presentation is to do something for the audience, not for yourself. Might be a useful reading for getting some students (and faculty and staff?) past stage fright.

Interesting calculator for estimating the amount of time your assigned work may be taking your students, with a review of the supporting research. How does this match your assumptions and expectations?

Interesting study showing the importance of consistent sleep in the weeks and months before exams, and not just the night before or catching up on weekends. Your bleary-eyed colleagues at the CIP suspect we would see this effect among faculty and staff as well.

How would your Moodle page if you thought of it as acting as the students' organizer, or a space for frequent feedback and interleaved practice?

How do culminating exams and assignments also account for ongoing stressors on ourselves and our students?

I don't necessarily agree with every last example in this article, but even where I might quibble, the suggestions are useful in illuminating the ways and reasons we meet. This might be as useful to our students when we assign group work, as it could be for ourselves and our colleagues.

A powerful discussion about overcoming student and institutional biases on the first day of class.