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Teaching strategies for the college classroom
Articles and resources to help college faculty improve their teaching and stay current on the latest pedagogical challenges and trends for the face-to-face, online, blended, and flipped classroom.
Curated by Faculty Focus
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Playing with Teaching Words, Part 3: Active Learning

Playing with Teaching Words, Part 3: Active Learning | Teaching strategies for the college classroom | Scoop.it
When I learned to teach… (Yeah, I know, insert eye rolling, if you must – but realizing I’ve wrapped 35 years of teaching, I should be able to use that phrasing at least once in a post, so…) When I...
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Ann Johnson's curator insight, Today, 8:27 AM

Putting to rest the active-passive dichotomy in describing effective teaching. A reasoned approach to balancing 'participation' and 'acquisition' in the classroom.

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Feeling Unable to Learn

Feeling Unable to Learn | Teaching strategies for the college classroom | Scoop.it
I’ve just had one of those in-your-face learning experiences. In fact, it was so unnerving that I’m not sure I can even write about it. It all started when I bought a new computer and, as a result, had to learn an entirely new email system. Although not an unusual or difficult situation for most college teachers, it turned into an absolutely awful experience for this learner. I haven’t felt such frustration, anger, and despair for a long time.
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Teaching & Learning - Can New Technologies Increase Interaction in Online Education? - Magna Publications

Teaching & Learning - Can New Technologies Increase Interaction in Online Education? - Magna Publications | Teaching strategies for the college classroom | Scoop.it

There are three types of interaction in online courses: learner-to-content, learner-to-instructor, and learner-to-learner. Each contributes to student retention and motivation. This article elaborates on these types of interaction and suggests which technologies can facilitate each type of interaction.

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Formative Assessment: The Secret Sauce of Blended Success

Formative Assessment:  The Secret Sauce of Blended Success | Teaching strategies for the college classroom | Scoop.it
A few weeks ago, a colleague emailed me about some trouble she was having with her first attempt at blended instruction. She had created some videos to pre-teach a concept, incorporated some active learning strategies into her face-to-face class to build on the video, and assigned an online quiz so she could assess what the students had learned. After grading the quizzes, however, she found that many of the students struggled with the concept. “Maybe,” she wondered, “blended instruction won’t work with my content area.”
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(My) Three Principles of Effective Online Pedagogy

As the recipient of the 2003 Sloan-C award for Excellence in Online Teaching, I have been invited to share some of my thoughts regarding effective online pedagogy. I am nothing if not a teacher, and as such, I am honored—both by the recognition that accompanies this wonderful award, and by the opportunity to share my thoughts about asynchronous teaching and learning with my colleagues.


Via CTL - Regent Univ.
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CTL - Regent Univ.'s curator insight, July 15, 1:11 PM

The 13 page article from the Journal of Asynchronous Learning Networks is available as a free PDF download from the Online Learning Consortium site: 
http://onlinelearningconsortium.org/jaln/v8n3/my-three-principles-effective-online-pedagogy

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Blended and Flipped: New Models for Effective Teaching & Learning | Faculty Focus

Blended and Flipped: New Models for Effective Teaching & Learning | Faculty Focus | Teaching strategies for the college classroom | Scoop.it

This free, downloadable report features 12 articles curated from past issues of The Teaching Professor, Online Classroom, and Faculty Focus. With six articles dedicated to blended learning and six articles on the flipped classroom, Blended and Flipped: Exploring New Models for Effective Teaching & Learning provides an inside look at how faculty are using these approaches to reshape the college classroom.

Articles include:

-Putting the Learning in Blended Learning

-Recommendations for Blended Learning Course Design
-The Process Approach to Online and Blended Learning

-Expanding the Definition of a Flipped Learning Environment

-“I Don’t Like This One Little Bit.” Tales from a Flipped Classroom

-Looking for ‘Flippable’ Moments in Your Class

If you're looking to put more emphasis on active learning in your courses next semester,  this report is loaded with practical advice for getting started.

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Michèle Drechsler's curator insight, July 12, 4:18 PM

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Designing Developmentally Appropriate Writing Assignments

Designing Developmentally Appropriate Writing Assignments | Teaching strategies for the college classroom | Scoop.it

The five authors describe the goals and offer illustrations of writing assignments developmentally appropriate in beginning, intermediate, and advanced psychology courses. Their justification makes sense in any discipline. “If the psychology curriculum is developmentally structured to progress from introductory to advanced courses to foster student learning …, it is reasonable to argue that they may benefit from writing assignments that match this gradual increase in complexity.” (p. 88) Most faculty do use assignments that reflect the level of the course but not with the thoughtful planning and care illustrated by the assignments described in this article.

 

 

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Strategies for Increasing Faculty Participation & Retention in Online & Blended Education

The need for online and blended programs within higher education continues to grow as the student population in the United States becomes increasingly non-traditional. As administrators strategically offer and expand online and blended programs, faculty recruitment and retention will be key. This case study highlights how a public comprehensive university utilized the results of a 2012 institutional study to design faculty development initiatives, an online course development process, and an online course review process to support faculty participation and retention in online and blended programs. Recommendations based on this case study include replicable strategies on how to increase faculty participation and retention in online and blended programs using collaboration, support, and ongoing assessment. This case study is a compendium to the 2012 Armstrong institutional study highlighted in the article "Factors Influencing Faculty Participation & Retention In Online & Blended Education."

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Creating a Respectful Classroom Environment

Creating a Respectful Classroom Environment | Teaching strategies for the college classroom | Scoop.it

“In our class: 1) everyone is allowed to feel they can work and learn in a safe and caring environment; 2) everyone learns about, understands, appreciates, and respects varied races, classes, genders, physical and mental abilities, and sexualities; 3) everyone matters; 4) all individuals are to be respected and treated with dignity and civility; and 5) everyone shares the responsibility for making our class, and the Academy, a positive and better place to live, work, and learn.”

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Teaching Professor Technology Conference | Oct. 10-12 in Denver

Teaching Professor Technology Conference | Oct. 10-12 in Denver | Teaching strategies for the college classroom | Scoop.it

The 2014 Teaching Professor Technology Conference will examine the technologies that are changing the way teachers teach and learners learn while giving special emphasis to the pedagogically effective ways you can harness these new technologies in your courses and on your campus.

 

The three-day conference will bring together faculty, instructional designers, faculty developers, educational technology leaders, and other higher education professionals interested in learning more about how technology is altering the learning environment

 

Join us in Denver, Oct. 10-12. 

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Opening Intentions for the First Day of Class

Opening Intentions for the First Day of Class | Teaching strategies for the college classroom | Scoop.it

"Though I’ve taught this material many times,
may I be open to fresh ways of making connections,
sharing the passion that brought me to this field,
and seeing how each year’s students extend my learning
by their backgrounds and beliefs, their questions and answers.

 

So may you have the courage to ask your questions,
trusting me to respect any sincere contribution
(usually shared silently by others),
knowing that the worst outcome
is simply my offer to discuss it later.
And may you also be willing to offer answers,
knowing that class dialogue is enriched by multiple methods and points of view, and that exploring even incomplete answers yields insight for all."

Faculty Focus's insight:

Anyone who teaches should read these opening intentions to their class on the first day of class.

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Blending and flipping modern architecture - Casting Out Nines - The Chronicle of Higher Education

Blending and flipping modern architecture - Casting Out Nines - The Chronicle of Higher Education | Teaching strategies for the college classroom | Scoop.it

So if the students are getting the lecture online, what do we do in class? What incentive do they have to come to class if all the info is online? Well, first, not all the content is online. A few topics that require extensive discussion and interaction are still presented in an interactive “lecture” format. Class time is also used for small group work, discussion, guest lectures, and other interactive activities.

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Transcending Disciplinary Boundaries: Conversations about Student Research Projects

Transcending Disciplinary Boundaries: Conversations about Student Research Projects | Teaching strategies for the college classroom | Scoop.it
One of the most enjoyable aspects of running a faculty development program on teaching is seeing first-hand how much our various disciplines intersect when it comes to teaching and learning. Whereas it can be hard, if not impossible, to speak about disciplinary research with colleagues outside our fields, the common teaching problems we face allow for readily understandable dialog, no matter how far apart the discussants’ fields of expertise.
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Meaningful Interaction in Online Courses | Higher Ed Beta @insidehighered

Meaningful Interaction in Online Courses | Higher Ed Beta @insidehighered | Teaching strategies for the college classroom | Scoop.it

Critics of online education, especially in the humanities, often stress the importance of face-to-face interaction. It is face-to-face interaction, the reasoning goes, that makes traditional in-person courses superior to their online counterparts. Without rejecting the premise, it nevertheless seems counterproductive to think of in-person courses and online courses in strictly competitive terms. If online courses are here to stay and we in the humanities are expected to teach them, these vigorous defenses of the in-person course will not make us better online instructors. In other words if we want to make online courses better, then it seems crucial to think about how we can promote “interaction” when “face-to-face” is not an option.

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International Journal for the Scholarship of Teaching and Learning | Centers for Teaching and Technology (CT2)

The International Journal for the Scholarship of Teaching and Learning (ijSOTL) is an open, double-blind peer reviewed electronic journal published twice per year by the Centers for Teaching & Technology at Georgia Southern University. The journal is an international forum for research and information about the scholarship of teaching and learning (SoTL) and its applications in higher/tertiary education.
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Learning on the Edge: Classroom Activities to Promote Deep Learning

Learning on the Edge: Classroom Activities to Promote Deep Learning | Teaching strategies for the college classroom | Scoop.it
The explosion of educational technologies in the past decade or so has led everyone to wonder whether the landscape of higher education teaching and learning will be razed and reconstructed in some new formation. But whatever changes might occur to the learning environments we construct for our students, the fundamental principles according to which human beings learn complex new skills and information will not likely undergo a massive transformation anytime soon. Fortunately, we seem to be in the midst of a flowering of new research and ideas from the learning sciences that can help ensure that whatever type of approach we take to the classroom—from traditional lecture to flipped classes—can help maximize student learning in our courses.
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Nearly 75 Percent of Faculty Incorporated Technology into their Teaching in the Past Year

Nearly 75 Percent of Faculty Incorporated Technology into their Teaching in the Past Year | Teaching strategies for the college classroom | Scoop.it
When it comes to technology in the classroom, phrases like “faculty resistance” and the importance of getting “faculty buy-in” are tossed around with great frequency. But is that perception still valid? Are all instructors so set in their ways, skeptical of anything new, and fearful of deviating from what they’ve done that it’s nearly impossible to get them to try something new?
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Learning That Lasts: Helping Students Remember and Use What You Teach

Learning That Lasts: Helping Students Remember and Use What You Teach | Teaching strategies for the college classroom | Scoop.it
How often do you hear the following sentiments from students?
• “I won’t ever use anything I am learning in this class, but I have to take it to graduate.”
• “I don’t care about this class. I just need a passing grade.”
• “I can’t remember anything I learned in that class.”

Granted, not all classes cover interesting material—or at least material that’s of interest to students who may be there only to fulfill a requirement. While we can’t change what needs to be taught, we can change how we deliver it. If we make the right adjustments to our course design and teaching methodologies, we will hear less complaining in our classes. So, what can we do to achieve higher levels of student satisfaction and long-term learning that lasts far beyond the end of our class?
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Three Active Learning Strategies That Push Students Beyond Memorization

Three Active Learning Strategies That Push Students Beyond Memorization | Teaching strategies for the college classroom | Scoop.it
Those who teach in the health disciplines expect their students to retain and apply every iota of learned material. However, many students come to us having achieved academic success by memorizing the content, regurgitating that information onto an exam, and promptly forgetting a good portion of it. In health, as well as other disciplines where new material builds upon the material from the previous semesters, it is critical for students to retain what they learn throughout their coursework and as they begin their careers as a nurse, engineer, elementary teacher, etc.
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Who Performs the Best in Online Classes?

Who Performs the Best in Online Classes? | Teaching strategies for the college classroom | Scoop.it
Which types of student characteristics lead to the best performance in online classes? That depends on how you define

Via Mark Smithers
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To Improve Student Performance, Start Thinking Like a Coach

To Improve Student Performance, Start Thinking Like a Coach | Teaching strategies for the college classroom | Scoop.it
I have a confession to make. I was wrong. You see, I once thought that teaching was lecturing, and I thought that because that is how my graduate mentors taught me to teach.

But I was wrong. Studies have shown that lecturing has little to do with teaching. A University of Maryland study found that right after a physics lecture, almost none of the students could answer the question: “What was the lecture you just heard about?” Another physics professor simply asked students about the material that he had presented only 15 minutes earlier, and he found that only ten percent showed any sign of remembering it (Freedman, 2012).
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Teaching & Learning - The Power of We - Magna Publications

Teaching & Learning - The Power of We - Magna Publications | Teaching strategies for the college classroom | Scoop.it

Being a college professor sometimes feels lonely. Yes, we have colleagues in our departments and elsewhere on campus, students in our classrooms, and administrators who support us, but we also spend a lot of time working by ourselves. As new faculty members, we decided that “the power of we” was important for enhancing pedagogical practice, and we thought that maybe the cycle of loneliness could be broken by a pedagogy group. What follows describes how we formed the group, what we have done together, and, most important, what we’ve gained from the experience. We’re not the first to tell this story, but our view is that, to paraphrase a famous thought, in a time of teaching to the test, erasing the barriers between student and teacher is a radical act.

 

 

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Ivon Prefontaine's curator insight, July 1, 9:52 AM

If teaching at the college level is lonely, can you imagine how lonely it is to be a K-12 teacher? The structure is designed for separation and this separating is not overcome by wishing for cooperative work space and different structures in staff meetings. Those are just words and wishes.

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Improve Accessibility in Tomorrow’s Online Courses by Leveraging Yesterday’s Techniques

Improve Accessibility in Tomorrow’s Online Courses by Leveraging Yesterday’s Techniques | Teaching strategies for the college classroom | Scoop.it
Traditionally, when a face-to-face student requested a sign language interpreter or other assistance, individualized accommodation arrangements were made through institutional channels.

With the advent of online courses, however, the concept of accessibility has emerged. In contrast to the reactive, customized approach of accommodation, accessibility means proactively identifying and removing as many barriers to instruction as possible—before a course is ever opened for registration.
While some argue that building in accessibility is prohibitively expensive, recent lawsuits are driving more and more institutions to view accessibility as a requirement rather than a luxury. Unfortunately, making an online course accessible is tough—unless you’re familiar with traditional print techniques.
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What’s Your Relationship with Your Textbook?

What’s Your Relationship with Your Textbook? | Teaching strategies for the college classroom | Scoop.it

Do we think about the teacher-text relationship when we select course materials? Many times a new textbook prompts changes to the course, but often these revisions don’t go beyond reorganizing what we’ve been doing in class so that it aligns with how the material is sequenced in the text. Or sometimes we do the reverse, reorganize the content in the text so that it follows the order we cover topics in the course; assigning chapters out of order, or selecting several parts of different chapters at the same time. Both of these approaches ignore the question of relationship and end up being realignments that probably benefit the teacher more than the students.

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A real world MOOC experience

A real world MOOC experience | Teaching strategies for the college classroom | Scoop.it
MOOC have a notoriously low completion rate, but what's it like to be one of the 7% who actually complete a course? This post tells you all.

Via Dennis T OConnor
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Dennis T OConnor's curator insight, June 22, 1:57 AM

Have you ever met a person who finished a Mooc? Here's one fellow who completed his first mooc and lived to blog about it.