KV Ed Resources

While I tire of the phrase "21st century" learning/skills, this chart at least presents a good starting point for reflecting on our teaching and for discussing which characteristics foster learning.

Are you planning and communicating your feedback criteria? Here is our Blended and Online Assessment Taxonomy Design, an infographic to help you plan better assessments.

Are you planning and communicating your feedback criteria? Here is our Blended and Online Assessment Taxonomy Design, an infographic to help you plan better assessments.

Google Slides lets students collaborate and display ideas effectively. Create animation, story books, video galleries and more.

In May I finished a second edition of my Learner-Centered Teaching book. Revising it gave me the chance to revisit my thinking about the topic and look at work done since publication of the first edition ten years ago. It is a subject about which there is still considerable interest. The learner-centered label now gets attached to teaching strategies, teachers, classes, programs, departments and institutions. Like many trendy descriptors in higher education, with widespread use comes a certain definitional looseness. Active learning, student engagement and other strategies that involve students and mention learning are called learner-centered. And although learner-centered teaching and efforts to involve students have a kind of bread and butter relationship, they are not the same thing. In the interest of more definitional precision, I'd like to propose five characteristics of teaching that make it learner-centered.

This matrix offers some nice descriptors to differentiate levels of integration.

Looking for tools and strategies for effective assessment in project-based learning? To support you, we've assembled this guide to helpful resources from Edutopia and beyond.

The idea for sharing this post came from a session I recently conducted at the annual teaching conference organized by my university. A pedagogical conundrum was raised by a colleague whose enthusiasm and question stayed with me and inspired me to write this post. The question posed by this colleague is relevant to all instructors who have ever used group work to assess their students: How should one deal with the issues that arise when members of a group are not picking up their share of the responsibilities during a group work project?

The industry swings back and forth between innovation and implementation.

21st Century Notebooking

Note: This post was originally called: Project Based Learning: Don't Start with a Question. However, through an excellent discussion below with Drew Perkins, I have changed the title to: Project Ba...

E-readers and tablets are becoming more popular as such technologies improve, but research suggests that reading on paper still boasts unique advantages

Think back to when you learned how to ride a bike. You probably didn’t master this skill by listening to a series of riveting lectures on bike riding. Instead, you tried it out for yourself, made mistakes, fell down a few times, picked yourself back up, and tried again. When mastering an activity, there’s no…