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Why Do We Need Inclusive Teaching if Everyone Learns the Same Way? |
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Stephen L. Chew
Do people learn in the same way or different ways? According to cognitive science, the answer is the former: there are general principles of learning that apply to everyone. But some educational researchers, especially ones who emphasize diversity, equity, and inclusion, focus on differences in learning. How can we reconcile these seemingly dichotomous positions? Read More |
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Yunteng He
Instructors in face-to-face courses can roughly gauge how well students understand the material by facial expressions and audience response systems. This immediate and informal feedback enables them to adjust their teaching in real-time. But this is not the case in asynchronous courses. For the latter, a traffic light card strategy can help. Read More |
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Gifty Blankson Codjoe
Many educators discuss using the first day of class to set the tone for learning and engagement in the class. But we can also use the first 10 minutes of every class period to set the tone for the day—a strategy called classroom recall and clarify.
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Write for The Teaching Professor |
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The Teaching Professor welcomes submissions on a variety of teaching and learning topics. These can take a diversity of forms—for example, pragmatic, advice-driven articles; opinion pieces; thoughtful personal narratives; and essays that explore controversial issues or raise questions about current practices. See our submission guidelines for details. |
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Paul Hanstedt
One of the prominent attributes of academics is the ability—indeed, the compulsion—to critique. But what happens when we turn that critical eye on our students? Read More |
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