This is the third article in our series on Classroom Assessment Techniques (CATs) which can be used to gauge lesson effectiveness and student comprehension. To review, CATs were developed by Angelo and Cross (1983) to efficiently check whether students understand a certain concept. For more examples of these formative assessments, please see our previous posts:
In this article, we will present three CATs focusing on developing Higher Order Thinking Skills (see Collins, 2014) and that can also be used face-to-face, hybrid, or online teaching. Continue reading →
Faculty, instructors, graduate students, and staff from the College of Liberal Arts and Sciences (CLAS) recently met for the 3rd CLAS Demofest to showcase innovative teaching practices across diverse content areas. For this semester’s event, eight presenters from seven different departments and schools in CLAS shared and discussed their teaching, spanning a variety of course formats (face-to-face, blended, online) and different student enrollment (large lecture courses, small undergraduate and graduate seminars, etc.). Continue reading →
With finals week coming to an end and grading about to be completed, it is only natural to make a mad dash for the door and enjoy a well-deserved break. There is no question that we all need a break to relax and find inspiration, but before heading out, keep in mind that there is a good chance that you will have to return and teach the same or a similar course again. To save time in the future and perhaps “tweak” some elements of the course, consider the following five things successful instructors do when the semester is over.
1. Reflect on the Course
Reflection is not only an important aspect of student learning but also offers an opportunity for faculty to seek insights from past teaching experiences. At the end-of-the semester, when the memories are still fresh, take a few moments to reflect on the course (e.g., what went well, what did not?). It is helpful to write down a few notes to avoid forgetting important details over the break. As an alternative, one can also discuss the course with a colleague, a friend, or instructional support at the university.
2. Make a Plan
As an essential part of reflection, certain topics or issues emerge that one would like to address in future courses. Since there might be multiple options or solutions, it is good to brainstorm on potential actions one might undertake. Occasionally, this might require talking to others or finding additional information and resources. Then, it is time to select an option and make a plan! One recommended method is to identify required steps and develop a timeline (e.g., What are some steps that need to be done? By what time?). Depending on the number of topics, it might be necessary to prioritize.
3. Archive the Course
Many Learning Management Systems (LMS) provide the option to archive a course which could come in handy when teaching again. Instead of starting from scratch, one has a version that is already developed and potentially reusable. The archived course is also a good place to make any changes without impacting enrolled students. Additionally, many universities are now making teaching portfolios a critical component of degree programs or tenure requirements. Certain LMS allow to share the archived versions without revealing confidential student information.
4. Ask Students for Permission
Student artifacts are a powerful and helpful resource that can be used as a model for future students or as proof of student learning. To avoid any privacy or copyright concerns, the end-of-the-semester is a good time to ask students for their written permission for sharing those artifacts with outsiders.
5. Take Time Off
Although it might be tempting to continuously “tweak” a course, it is also important to relax and focus on other aspects of life. Taking time off generally helps to finds new inspiration and motivation for the next semester. It is completely fine to avoid thinking about teaching for some time to find time to read a book or explore places… as long as one remembers that the next semester is right around the corner.
Do you do anything at the end-of-the-semester that helps with your future teaching? Please share your tips with our community.
Although many instructors integrate group-based or team-based learning activities into their teaching (see TeachOnline post on The Value of Group Work), getting students to actually provide meaningful peer-to-peer feedback can be challenging. Too often, cultural norms or fears of potential social backlash make students veer away from critiquing each other in a group setting or an online discussion forum. As a result, peers often do not know how to provide meaningful feedback and tend to fall back on statements, such as “I agree with what s/he said!” or the infamous Facebook-popularized, “I like it!”
Jill Schiefelbein has been an instructor in the Hugh Downs School of Communication at Arizona State University since 2004
Online learning can be a solitary experience. Students can feel somewhat disconnected when they take an online course and many instructors find it challenging to establish an instructional relationship with their students. Creating an engaging introduction video can solve these concerns.
Videos are considered an especially effective way to present information while also addressing multiple learning styles. However, today’s students are often viewed as passive consumers of content. It is reported that a typical high school or college-age student spends, on the average, about five hours a day watching television, movies, and other online content. (Nielsen, 2013) To address this trend and encourage increased student engagement, instructors have begun to incorporate active learning strategies into face-to-face classroom and online instruction.