Strategies

In order for students to develop mastery in a particular field, there are many component skills they will need to gain in order to be successful. Therefore it can be particularly useful to spend time identifying those component skills and developing assignments or activities that aid students in developing those skills. This process can broadly be referred to as providing scaffolding for your course content.


Scaffolding Student Learning: Tips for Getting Started

This provides a basic overview of what scaffolding is and highlights the importance of making component skills explicit for students. Also, see the links to sample assignments at the bottom of the article.

Tomorrow's Professor Msg.#849 Supporting Student Success Through Scaffolding

This posting below at five scaffolding strategies to help novice learners: Procedural Guidelines, Partial Solutions, Think-Alouds, Anticipating Student Errors, and Comprehension Checks.

IDEA paper: Promoting Deep Learning Read more »

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Cooperative learning involves having students work together to maximize their own and one another’s learning (Johnson, Johnson & Smith, 1991). This page provides resources about cooperative learning, designing effective small group activities, and guidance for creating and sustaining effective student learning groups in engineering and lab courses. Read more »

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The resources in this section compare the two, complementary functions of evaluation. Formative evaluation is typically conducted during the development or improvement of a program or course. Summative evaluation involves making judgments about the efficacy of a program or course at its conclusion.

Formative vs. Summative Evaluation (Northern Arizona University)

Questions Frequently Asked About Student Rating Forms: Summary of Research Findings

 

Related topics under teaching strategies:

Evaluation of Student Learning, (Testing, Grading, and Feedback)

Scholarship of Teaching and Learning

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The first days of class are important in setting the tone for what is to come, and it is crucial to think carefully about how you present yourself and how you get the course established. The links in this section provide information and suggestions for getting started effectively on the first day of class.


Learning Students' Names (University of Nebraska)
List of 23 techniques for learning students’ names in both small and large class settings.

The Most Important Day: Starting Well (Wright, 1999)
Ideas for faculty members on how to use the first day of class to start building relationships with students.

The First Day of Class (University of Nebraska-Lincoln)
Seven tips for handling your first meeting with students, and specific strategies in response to common concerns of beginning teachers.

101 Things for the First 3 Weeks (University of Nebraska, Lincoln)
Specific ideas for generating interest in course material, building community in the classroom, helping students transition into the course, and encouraging active learning. Read more »

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