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Practice Is Essential for Developing Expertise (but Often Misunderstood) |
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Stephen L. Chew
When it comes to developing students’ expertise in a subject, there are two schools of thought. One prioritizes teaching conceptual understanding via complex problems, while the other favors incremental instruction with practice at each step. Though each supports practice, both fail to recognize that there are different types of practice that have different learning consequences. Read More |
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Amy T. Hark
To ensure that group activities effectively support student learning, we should make it a learning goal to develop collaborative skills and inclusive practices—in other words, to move from groups to teams. Here are some reflective metacognitive strategies, organized into the structure of a game or match to suit the teams metaphor, that can support this aim. Read More
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John Orlando
Quizzes provide both students and teachers with a snapshot of student learning. But students often just look at the grade rather than think about the learning that it represents and what to do about it. Similarly, instructors often only look at class performance rather than finer-grained information on individual student strengths and weaknesses. Read More |
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Holly S. Hebert
Students’ motivation at the beginning and end of a class tends to be high, but the dreaded middle of the term can be really hard for them. So how can teachers help students (and themselves) sustain motivation throughout a long semester?
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Did a recent article strike you as especially noteworthy or useful? Is there a topic or type of article (book review, interview, etc.) you’d like to see more of? Did we get something wrong? Send your comments, questions, and suggestions to the editor at jon.crylen@magnapubs.com. |
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