Have you ever thought about how you learn? We’re in academia, so I’m sure at one point or another you’ve spent a little bit of time wondering if you could be studying more efficiently or wondering if you’ll retain information you just learned. Given how crunched we are for time, I know more than once I’ve spent a few precious moments trying to determine the most efficient way to maximize my learning and retention.
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.”
The past few posts on this blog have focused on learning goals and objectives. What are they? What is the difference? How do you establish them? As you develop your classes, there is a possibility you will find yourself thinking of objectives you want your students to meet, but are not necessarily tied to the subject you’re covering. Continue reading “Putting Procedural Objectives In Their Place.”
In our last post, I talked about how a strong learning goal could make a class much more powerful. As with any piece of writing, that post went through some rounds of revision, with the first round calling for a pretty substantial alteration. In that initial draft, most of the content was similar, but it used the terminology of “learning objectives.” Now it discusses “learning goals.” This was actually a big blunder on my part. But why do I now consider it a blunder, and what’s the difference? Continue reading “Goals vs. Objectives: What’s the difference?”
For most of us in education, we teach because we’re passionate about what we know, and want other people to know it, too! Formalizing our passion into a specific learning goal can keep a class focused so that it really sticks with the students. Continue reading “How Clear Learning Goals Enhance Teaching.”
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”