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Don’t fret, we’ve all been there: You’re up late the night before Thursday and you have to teach a lesson at 8 AM the next day. So, what do you do 
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Scoop.it!
For teachers around the world who never want to stop learning, here are our picks for the top 15 online courses for innovative educators.
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Giving their classmates feedback on writing is a complex skill for students to master, but it can be taught with scaffolded modeling.
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How one teacher offers students the chance at authentic learning with a rich curriculum of real-life projects.
Peter Mellow's insight:
"Education is not preparation for life; education is life itself." (John Dewey)
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Institutions have access to more student data than ever before—but it's hard to really grasp what that means, since many of the digital tools tha
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Summer is traditionally a time for professors to refresh their courses, or take workshops to learn new teaching techniques. But some in highe
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Scaffolding implementation can directly impact student success, so consider these three tips when designing instructional materials
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Researchers are gaining a better understanding of how people learn—both what works and what doesn’t go so well—in the classroom. The next step is t
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In a rapidly changing workplace, employees need to become lifelong learners to remain relevant and in demand. Seven practices can help them be mindful in their career path and achieve success.
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In the last 10 years, technology has addressed issues in education that once seemed impossible to solve. It’s an exciting time for learners an
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In this blog post, we examine how instructors can support learning in large lecture courses with large lecture pedagogy and methodology.
Peter Mellow's insight:
Don't agree with the title of this article as pedagogy is not covered very well. Some low hanging fruit around performance art/theatre of teaching but no mention of more pedagogically sound practices like chunking (which Don Clark likes!) and simple active learning like 'think, pair, share' peer learning and feedback.
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One way to become an exceptional teacher is to focus less on traits like humor and charisma and more on self-awareness and interactions with students.
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A study reveals students prefer low-effort learning strategies—like listening to lectures—despite doing better with active learning.
Peter Mellow's insight:
I still rate 'Reassessing the Value of University Lectures' by Sarah French and Gregor Kennedy (2015) as one of the best discussions around lectures. https://melbourne-cshe.unimelb.edu.au/resources/categories/occasional-papers/reassessing-the-value-of-university-lectures
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Seventy percent of teens say stress is a major problem. Research backs that up—and teachers are beginning to offer solutions.
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Researchers are gaining a better understanding of how people learn—both what works and what doesn’t go so well—in the classroom. The next step is t
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Editor’s note: This article has been edited from the original post, “Teach Slower to Teach Better” and republished with permission.Over the las
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It took a life-threatening condition to jolt chemistry teacher Ramsey Musallam out of ten years of "pseudo-teaching" to understand the true role of the educator: to cultivate curiosity. In a fun and personal talk, Musallam gives 3 rules to spark imagination and learning, and get students excited about how the world works.
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In 1805, if you listened to music, you heard it live. Every time. Today, perhaps 1% of all the music we hear is live, if that. In 1805, if you listened to a lecture for school or work, you heard it…
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“Lifelong learning” may be the latest buzzword in education. But for Masako Wakamiya, it’s much more than lip service. Three years ago, at the ripe ag
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Integration of active-learning approaches into increased-structure postsecondary classrooms significantly improves student academic outcomes. We describe here two parallel sections of Introductory Biology that shared learning objectives and content but varied in course structure. The large-enrollment traditional course consisted of four 50-minute lectures coupled with minimal active-learning techniques, while an increased-structure intervention course integrated multiple active-learning approaches, had limited enrollment, and comprised three 50-minute lectures combined with a fourth peer-led team-learning discussion section. Additionally, the intervention course employed weekly review quizzes and multiple in-class formative assessments. The academic impact of these two course formats was evaluated by use of common exam questions, final grade, and student retention. We showed that academic achievement and retention of participants enrolled in the intervention course was significantly improved when compared with the traditional section. Further, we explored whether promoting in-class student–student/student–instructor interactions and peer-led discussion sections fostered a greater sense of belonging. At the end of the course, participants in the intervention course reported greater perceptions of classroom belonging. Therefore, this study begins to characterize the importance of combining pedagogical methods that promote both academic success and belonging to effectively improve retention in science, technology, engineering, and mathematics majors.
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In a 2017 study by Newton and Miah, from the University of Swansea, Evidence-Based Higher Education – Is the Learning Styles ‘Myth’, 58% believed Learning Styles to be beneficial. Only 33% actually used Learning Styles but remarkably, they report that 32% faculty continued to believe in their use, even after being presented with the evidence that shows it doesn’t work.
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This literature review aims to update the Parsons et al. review commissioned in 2012 by the HEA in order to inform the development of a framework to evaluate the effectiveness of CPD. The review focuses on research into the impact of CPD in teaching and learning published between 2012 and 2015.
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Researchers and educators have long wrestled with the question of how best to teach their clients be they humans, non-human animals or machines. Here, we examine the role of a single variable, the difficulty of training, on the rate of learning. In many situations we find that there is a sweet spot in which training is neither too easy nor too hard, and where learning progresses most quickly. We derive conditions for this sweet spot for a broad class of learning algorithms in the context of binary classification tasks. For all of these stochastic gradient-descent based learning algorithms, we find that the optimal error rate for training is around 15.87% or, conversely, that the optimal training accuracy is about 85%. We demonstrate the efficacy of this ‘Eighty Five Percent Rule’ for artificial neural networks used in AI and biologically plausible neural networks thought to describe animal learning. Is there an optimum difficulty level for training? In this paper, the authors show that for the widely-used class of stochastic gradient-descent based learning algorithms, learning is fastest when the accuracy during training is 85%.
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