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What works with study of teaching and learning?
The Gwenna Moss Centre for Teaching and Learning (GMCTL) offers grants for groups of faculty investigating what works in teaching and learning practice. For most of, the process of teaching causes us to question, asking ourselves things like: Why did that class work so well? Why did students struggle so much with a particular question on a test? What can I do to help with the increase in anxiety my students are reporting? Gary Poole tells us is important to trust ourselves that these are great questions, and to work to explore them. We need to consult the research in case there is already a well-established answer, we need to…
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All Aligned – Outcomes
This post is one of a 3 part series on the concept of alignment of what you want students to learn, how you plan to teach them, and what you will assess them on. Sometimes called constructive alignment, it has three parts: Your learning outcomes Your instructional approach or learning strategies Your assessments This post focuses on the need for clear learning outcomes for your students, and the next two posts in October and November focus on instruction and assessment respectively. Why outcomes Outcomes are statements that describe what our teaching is designed to help students know, do, or be. They start with a verb, then connect that to the…