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There’s an old adage that says “The worst teaching method is the one you always use.” We may consistently use a particular teaching method because “it works,” or, because we may be unaware of other methods that can help engage…
Continue readingWhen I talk to people about dialogical learning, they often reply, “Yes, we have great discussions in my class.” But discussion and dialogue, as learning methods, are different things. And then there’s conversation. Conversation too can be a sound learning…
Continue readingI’ve been reviewing instructional video presentations for a project. Primarily I screen them to review how effective the presenter is in applying sound pedagogy. It’s amazing how many basic rules of good communication presenters break—consistently—-even professional speakers and celebrated “master…
Continue readingThe notion that learning is not an outcome of teaching is a challenging conundrum to those who teach. Perhaps for two reasons, first, it’s counter intuitive, and second, it begs the question, “Well then what am I teaching for if…
Continue readingCognitive strategies are pedagogical ways that enable learners to manage their own learning. They mediate the transition from teaching to student learning. Instructors and students acquire cognitive strategies from their experience and schooling—for better or worse. Many instructors settle on…
Continue readingOne of the most common pedagogical errors I see in course syllabi is confusing a learning activity for a learning outcome. This often becomes evident when reviewing course learning objectives. A professor will write a course objective that reads “The…
Continue readingGrowing up, one of my all-time favorite TV cartoons was Quickdraw McGraw and his faithful companion, Babalooi (does that date me?). Do you remember it? Quickdraw was the noble but naive, quick-on-the-trigger sheriff who fought off wicked desperados who inevitably…
Continue readingConcepts are some of the most powerful components of learning and content mastery. In fact, concepts attainment is necessary for deep understanding. If your students don’t grasp the concept, they don’t really understand what you are trying to teach. This…
Continue readingOne of the most unfortunate practices in instruction is a teacher trying to get “right answers” from students. This is not to say that getting your students to get it right is a bad thing–in fact, it’s very desirable. Usually…
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