[social_share/] [social-bio] We design courses with many opportunities for students to learn by completing assignments, readings and answering questions in class. But does our teaching increase such behaviours or decrease them? One lens, psychology of learning, suggests we likely do both. B. F. Skinners’ operant conditioning suggests that how we respond to student behavior can…
By Tereigh Ewert After the difficult conversation or incident in class I regularly use formative feed-back in my class—feedback that is solicited over the course of a term, allowing me to measure student progress, highlighting concepts that are still unclear, and to hear from the students about what is and is not creating an effective…
By Tereigh Ewert During Class A favorite strategy of mine has long been the “oops” and “ouch” strategy. I’m fairly certain I encountered it at a conference, but an Internet search doesn’t reveal who first developed the strategy. In English slang, the word “ouch” means “that hurt me.” The word “oops” means, “I made a…
By Tereigh Ewert Before Class Regardless of the discipline in which you teach, undoubtedly you have encountered comments or topics in your classroom that have been opinion-/value- and/or emotion-laden. In those moments perhaps your heart quickened and you felt panicked trying to decide what to do. In this three-part series, we’re going to explore some…