We recently discussed assessment, in general, at any level in the academic environment. You can revisit that post here.
Today our focus is on classroom assessment; that is, understanding what is going on in your classroom. We are all familiar with summative assessment techniques such as assignments, quizzes, papers, and exams, but let’s consider formative assessment. Continue reading “Formative Assessment”
My family knows of my appreciation for “prove me wrong” and “change my mind” pictures and memes. I love them because they call for a thoughtful response to a clearly stated viewpoint, even if at times purposefully rebellious.
I chuckled as I read one of these memes texted to me by an under-motivated member of my family sitting just feet from me. We were discussing the day’s chores, which included raking. The meme depicted an individual sitting at a table with a banner that read, “Any lawn best enjoys winter under a soft cover of leaves. Change my mind.” As I thought about and carefully crafted my response to that meme, I got an idea for my own meme. Continue reading “Assessment is Telling a Story”
I believe that happy is good, and that a happy student is more open to learning. And, I have evidence to back that belief.
Out of the blue, I had a reason to compile scientific support for what I knew to be true; humor and joy are appropriate in the classroom. Please indulge me while I illustrate the specific moment in which my curiosities were raised about the subject of humor in teaching. Then, if you are interested in incorporating humor and joy into your classroom, continue reading to learn the benefits, pitfalls, and tips. Continue reading “How to Use Humor in the Classroom”
Pedagogical research and I met serendipitously on a pontoon motoring around Little Floyd Lake on a warm summer afternoon two decades ago. A young man sitting across from me, who I had only met that morning, recognized me as the instructor of his online introductory economics class. As it turns out, this young man would play a pivotal role in my introduction to pedagogical research. I will explain in a moment how this student drew me to pedagogical research, but first let’s look at what pedagogical research is, then continue reading to learn how to seamlessly blend pedagogical research and teaching. Continue reading “How to Blend Teaching and Research”
In this presentation, Lori Sweeney offers important considerations about different kinds of assessments. When we first think of assessment, we tend to think of tests, but there are many different ways we can assess student learning. Many of these other options may also be more conducive to the HyFlex model we are currently working in, as well. Continue reading “Alternative Assessments: Thinking Beyond the Test”
My wife and I bought a new car not too long ago. A perfectly functional, if boring, hybrid sedan that gets fine gas mileage and will be on the road long after us. I tend to be a positive sort, but working with the slug of a car salesman brought me down. I still occasionally think of the nonsense with the car salesman and I want to run into the shower. Continue reading “Assessment and Evaluation: Sense or Nonsense?”
It’s that time of year.
Joy! Peace! Goodwill! Laughter and cheer pervade even the gloomiest department. Smiles light the faces of students and teachers alike. No, it’s not the holiday spirit. It’s the transcendent relief that goes hand in hand with the end of the semester!
But in the midst of the merriment there is a slight current of unease…
What, you ask, could possibly sully this magical time?
Continue reading “THE TRANSFORMED TEACHER – 3 Nuggets of Wisdom for Dealing with End-of-Semester ‘Feedback’”
Using case studies of real-life problems can be a productive way to make a subject more relevant to students. Students can come up with some clever solutions, and may be a useful resource to use in solving these problems. Continue reading “Solving The World’s Problems In The Classroom.”
In the short time I have been teaching so far, I’ve found that teaching is hard. There are so many things to think about – learning goals and objectives, assessments, grading, assignments… not to mention running the class itself! And yet, I’m very much set up for success. Continue reading “Sticky teaching”
