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teaching strategies

This tag is associated with 5 posts

Why I love grading

I have always found grading students uncomfortable, so I adjust or change the assessment in courses whenever I can. I inherited a course once that had a paper, but writing a paper wasn’t a relevant skill for the course so I took it out and replaced it with a video which related to the presentation … Continue reading

Why I give a group assignment

The introduction to sustainability course I teach has one group assignment that students need to do if they want an A in the course. (I use a grading approach called specifications grading where letter grades are determined by the amount and type of work rather than the overall quality which all must meet a particular … Continue reading

Building on learning science I created an assessment menu for my students. Here’s how it went

As an athlete and coach I know how important it is to have a training plan that fits the individual. Not everyone will respond to the same cues or drills. This is part of our normal variability. The same is true with learning and in how we demonstrate what we’ve learned and yet most classes … Continue reading

Science for communicators and communication for scientists

This is a short post today because I can’t say anything better than Alan Alda can. As a teacher, teacher trainer, and someone who wants everyone to get excited about science, and get moving on climate change and other sustainability challenges, I was intrigued by Alda’s most recent book “If I understood you, would I … Continue reading

Being a better learner

As a teacher I’m always on the look out for strategies that can improve learning. Also as a teacher, I’m constantly learning. I have definitely taught some topics that I am not an expert in. But, as I go to learn that topic, I learn it with the idea that I have to teach it. … Continue reading

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