Teaching Spirals Archive
Teaching spirals from the past several semesters.
A College Degree Sorts Job Applicants, but Employers Wish it Meant More
"Employers value a four-year college degree... yet half of those surveyed have said they had trouble finding recent graduates qualified to fill positions at their company or organization..."
Enough Time to Make a Difference in Students' Lives
"The encounters are brief but full of possibility..."
Disruptive Student Behavior: Do You Really Know What You'd Do?
" What are you doing on your campus to ensure that your faculty know how to handle major disruptions (those that could have serious consequences) in their classes?"
How Accurately Do Students Track Their Participation?
"Grading participation presents a number of challenges. If instructors rely on their sense of who participated, how often, and in what ways, that can be a pretty subjective measure..."
Teaching Metacognition to Improve Student Learning
"Most students don’t spend much time thinking about learning generally or how they learn specifically. In order to become independent, self-directed learners, they need to be able to “orchestrate” their learning."
Designing Assignments that Accomplish Course Goals
"I’m betting that many of you are in the midst of grading a large stack of papers, projects or other final assignments. Too often these end-of-course pieces of work don’t live up to our expectations or students’ potential..."
Student Comments: Moving from Participation to Contribution
"How do we encourage students to go beyond participation and make contributions to class discussions?"
Love the One You're With: Creating a Classroom Community
"Every good teacher knows that learning doesn’t happen in isolation. Creating a learning community gives students a sense of security, study pals, and somebody to double-check with about assignments."
How We Learn and How We Teach
"Do you teach the way you learn?"
Millennial Students and Middle-aged Faculty: A Learner-centered Approach toward Bridging the Gap
"In short, I grow old while my students do not. And the increasing gap between our ages causes me some concern, pedagogically speaking..."