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Oct 02, 2013

Activities to Make Lectures Interactive

In order to retain student attention and facilitate learning, consider integrating a variety of activities into a lecture-based course. Start by finding natural breaks in the content material and break up the lecture into shorter segments. In between the shorter lectures, add activities that require the students to review and apply their new learning and interact with each other. Mix it up by incorporating different activities each week. The change of pace, interaction, and variety can help to enliven the classroom atmosphere and encourage deeper learning for every student. Some activities to consider are listed below. Skeleton notes – Create… More

Author: francine_glazer

Sep 24, 2013

How Do We Know Our Students Are Learning?

You’re teaching a class, and it seems that everything’s going well. The students are nodding attentively, and when you ask if there are any questions, there aren’t. “Do you understand?” garners lots of nods and “yes” and “you bet!” responses. Then, a couple of weeks later, the students take the first exam, and based on their test answers, they didn’t really understand, after all. Has this ever happened to you? How do we really know that our students are learning what we are teaching? Many of us use traditional methods such as tests, quizzes, exams, and papers, reports, or projects… More

Author: francine_glazer

Sep 18, 2013

Course Design Tip Sheet – Planning to Teach

Adapted from the Derek Bok Center for Teaching and Learning, Harvard University Online Document Course Design Tip Sheet – available at: In preparing to teach a course, it is helpful to first consider: 1. What is the purpose of this course? - What is it that the students will be able to know/think/do as a result of taking this course? What do you hope to teach the students? What is the single most important thing you hope they will leave the course knowing or being able to do? Why are you teaching it? (This is not about what facts… More

Author: francine_glazer

Sep 11, 2013

5 Tips to Help Structure Courses to Engage Students

Many instructors face a difficult challenge in their classrooms – students are not as interested in the course content as the instructor. This disengagement takes many forms – “working” on their laptops, texting, sleeping, and many others. The tips provided below may reduce these behaviors, promote student engagement, and help students understand your interest in the course content. Discuss the importance of the course in the lives of the students beyond the classroom. Point out both applications of the course content as well as general skills such as critical and creative thinking that might be learned. This will help students… More

Author: francine_glazer

Sep 04, 2013

Beyond Bloom: Expanding our Ideas about Learning Objectives

Many college faculty have heard of Bloom’s Taxonomy and have probably used one of the many helpful lists of accompanying verbs to craft measurable learning objectives. The six categories in Bloom’s Taxonomy for the Cognitive Domain (revised in 2001) – remembering, understanding, applying, analyzing, evaluating, and creating – has been the go-to resource for writing learning objectives for over 50 years, assisting countless educators. The goal of using Bloom’s Taxonomy is to articulate and diversify our learning goals. So why has the writing of learning objectives, considered to be an essential aspect of creating effective and engaging learning experiences, too… More

Author: francine_glazer

May 08, 2013

Weekly Teaching Notes: 2012-2013 Index

I've enjoyed the conversations I've had with many of you this year, as you responded to me – in person or in email – about a particular idea. Below is a list of all the Weekly Teaching Notes from the 2012-2013 academic year, with direct links to each one. Weekly Teaching Notes will break for the summer and resume again in the fall. At the Center for Teaching and Learning, we are here throughout the summer and are eager to assist you with your teaching, course design or redesign, scholarly writing, and preparing your reappointment/tenure/promotion portfolios. (All consultations are voluntary… More

Author: francine_glazer

May 01, 2013

NYIT Faculty Talk About Plagiarism

“None of you would think of putting your hand in my pocketbook and stealing my wallet.  Plagiarism is like putting your hand in my brain and stealing my thoughts.”  – Linda Comac, Director, English Language Institute  Last month, the Center for Teaching and Learning offered a two-week online workshop on plagiarism, with the assistance of six English faculty members and two campus deans who reviewed workshop materials, facilitated the discussion, and explained NYIT’s academic integrity policy and procedures. The online format enabled faculty and staff from different campuses to exchange ideas: 32 people participated from our campuses in Abu Dhabi,… More

Author: francine_glazer

Apr 23, 2013

21st Century Literacies

No different than a baseball manager changing hitters to face the incoming left-handed pitcher, students are keenly aware of the averages: the more education, the greater the prospects of income, health and choice. They enroll to earn credentials, and with any luck discover something to care about and nurture. But are credentials enough? Sufficient?  Obviously, no.  As an effective educator you express your passion through learning, a lifelong process of attention, priority, and discovery. Likewise, our students must acquire the skills and literarcies to support a lifetime.  Knowing how to manage personal knowledge. Knowing how to participate in learning networks.… More

Author: francine_glazer

Apr 17, 2013

The Crossword Puzzle as Threshold to Higher Order Thinking

One of the most difficult tasks we encounter with students is moving them beyond a mere accumulation of factual material in class.  Often our transmission of lower-order thinking skills (remembering and understanding) is somewhat akin to the proverbial giving of a fish to the hungry individual.  Increasingly in the 21st century, we are recognizing the need to teach our students how to fish; that is, the skills for higher-order thinking. One effective threshold to the top level on Bloom’s revised taxonomy (Anderson and Krathwohl, 2001) of learning, creating, is perception shifting, or learning to look at a given issue or… More

Author: francine_glazer

Apr 09, 2013

Gamification as Motivator

There’s an intriguing new theory of learning out there called Gamification. While this may sound like educational gaming, actually it is not. Gamification suggests that our students (at least the digital natives among them) are used to the kind of incentive structures that are built into digital games. If that’s the case, why can’t we incorporate similar incentive structures into how we teach? That’s the question that gamification scholars are exploring---and you don’t even need technology to do it.  The theory is really about motivation and engagement.  In understanding gamification, it helps to think about your own experience with games.… More

Author: francine_glazer

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