That’s what McGill Prof. Laura Madokoro wanted to know. Laura teaches Canada Since 1867 – Interrogating the Nation: Moment by Moment (HIST 203). This semester, students working in small groups have been assigned the task of selecting a “moment” they believe really matters to the history of Canada and then presenting an argument to support their choice. Each group has selected one moment from 1930-1979 and one from 1980 to the present. Students present their arguments in class and publish them in a blog called Moments that Matter: Canadian History since 1867, along with photos and embedded videos. Continue reading Which Moments In Canadian History Do Undergrads Believe Matter?
While many students have mastered the art of email, others tend to take “poetic license” – unclear subject lines, omitted course name or student ID, or even an occasional use of an emoticon!
If you’re an instructor, suggest students hone their email communication skills by watching a short instructional video produced by Teaching and Learning Services. Share the link with students through myCourses and add the link to your course outlines!
If you’re a student, get together with some friends, take out some snacks, and sit back to enjoy this brief instructional video.
Interested in knowing more about writing emails to instructors? Check out Re: Your Recent Email to Your Professor and Email Etiquette: Guidelines for Writing to Your Professors.
Co-authors: Helle-Mai Lenk, Emiri Oda, Diane Maratta
This post, co-authored by McGill instructor Helle-Mai Lenk, her former student Emiri Oda, and Diane Maratta, a Learning Technology Consultant with McGill’s Teaching and Learning Services, describes the implementation of Perusall, a tool for engaging students with course readings by having them do online, asynchronous annotations in context to which peers can respond. Continue reading How do I get students to engage with course readings?
Maryellen Weimer from Faculty Focus published a short article on “Getting Students to Take Responsibility for Learning” on their blog.
I’ve been writing for years that we need to teach in ways that encourage students to take more responsibility for their learning. Recently, it became clear that my thinking on this needed more detail and depth. I’ve been saying that it means students should be doing the learning tasks that make them stronger learners. They should be figuring out what’s important in the reading, rather than having the teacher to tell them. They should be taking notes rather than expecting to get the teacher’s slides and notes.
It was a question in a workshop that made me realize my answer wasn’t wrong, just incomplete. “In a formal learning situation, like a course, what responsibilities do students have?” After further reflection, my answer to that question is that the responsibilities exist across three areas.
Students do have a responsiblity in the teaching and learning process and she provides some insightful ideas on how to think this through.
Do you have ideas on getting students ot take responsibility for learning in your class? Post them below!
On May 5, 2017, McGill’s Assessment and Feedback Group held an event entitled Getting students to focus on the questions, not the answers as part of its Brown Bag Series. To an audience of peers, two instructors described assignments they use in their courses that call upon students to create questions as a means for engaging them with course content and getting them to think about how they learn.
Below, Penelope Kostopoulos, a Faculty Lecturer in the Department of Psychology, describes her assignment. Carolyn Samuel, formerly a Senior Faculty Lecturer at the McGill Writing Centre, describes her assignment in a post called What’s the prof gonna ask? Continue reading Getting students to focus on questions, not the answers
PhysPort posted a great article on “How can I get students to have productive discussions of clicker questions?” on their blog on supporting physics teaching with research-based resources.
Clicker questions are increasingly being used to stimulate student discussion and provide faculty and students with timely feedback. Research suggests that discussing clicker questions can lead to increased student learning, and that students exchanging constructive criticism can generate conceptual change.
What can you do as an instructor to encourage all students to have productive discussion? We conducted studies of what students say to each other during clicker discussions when instructors use different instructional techniques. Here’s what we and others have learned and how you can apply it in your classroom:
Clickers has been a very useful strategy to engage students in class in many universities (including McGill), even in large class environments. In-class feedback can help students focus on what is important, practice problems or ideas in class and enage with their fellow classmates in discussion.
Polling@McGill can be used for free by any instructor, TA or student on campus. Students can use their own smartphones, tablets or laptops to respond in real-time to questions in class. If you are interested in using the system, just sign up on the Polling@McGill website.
Are you using Polling@McGill in your courses? Do you have any stories you would like to share? Let us know!