How can you help students remember more of what you teach them? How can you help students connect related concepts in your course?
Join Teaching and Learning Services for a webinar series that will address these questions and offer ideas on selecting teaching strategies based on how students learn.
- November 21, 12:15-12:45pm: Remembering: Teaching students to remember important information
- December 13, 12:15-12:45pm: Connecting: Teaching students to organize knowledge
We hope you can join us for a virtual lunch chat!
What happens when students are asked to write for an audience who knows little about the discipline?” Guest speaker Professor Terry Hébert addressed this question at a November 20, 2015 session entitled Developing Engaged Citizens through Critical Thinking, the most recent event organized by the Assessment in Large Classes Advisory Group.
Continue reading Developing engaged citizens through critical thinking
On December 11th, 2015, McGill’s Teaching and Learning Services (TLS) held a symposium for faculty with a focus on translating aspirations for student learning into pedagogical strategies. The event, Teaching What’s Important: Educating Students for Today and Tomorrow, called upon a range of university professors to showcase their strategies and experiences, and join the discussion about the possibilities for undergraduate education at McGill. With a turnout of 135 (a mostly faculty members, but also staff and a few students), the discussion was certainly though-provoking. For some highlights, please see below: Continue reading Teaching What’s Important: Symposium Highlights
Faculty Focus has an interesting article on reframing lectures into eight minute sections. Many studies have demonstrated that students retain very little from lectures. However, lectures in small segments (interspersed with active learning strategies) can be a helpful strategy to help frame concepts and facilitate student focus.
The article provides some guidelines on how to implement an “eight-minute lecture” and gives some concrete examples of their use. Continue reading The Eight-Minute Lecture Keeps Students Engaged
Every August, I teach a 3-credit course at McGill called Academic English Seminar, which is an academic skills course for incoming undergraduate students who speak English as a second or other language. The course runs 39 hours over 13 days. It’s intended to support students’ transition from high school or CEGEP learning to university learning. Every time I teach the course, I introduce at least one new topic or one new learning strategy. Last year, the new topic was the learning merits of taking handwritten notes versus laptop notes. This year, I introduced students to a study strategy to help them address a question students frequently pose when they’re studying together for a test: What’s the prof gonna ask? The strategy was the application of Bloom’s Taxonomy of levels of learning to the creation of questions as a means for anticipating what information professors might deem important in the readings they assign. I encouraged students to think: Why would the professor have assigned this reading? What are the salient points the professor wants me to draw from this reading? Continue reading What’s the prof gonna ask?
Earlier in the summer at the European Geosciences Union in Vienna I learned about two dead-easy and great science communication tools for conferences. These are great for any conference hall or meeting, but could be just as easily be used in the classroom to make a more exciting in class research presentations. For better or worse, most of us are carrying them (or looking at them!) right now: a smart screen or cell phone. Continue reading Two great science communication tools for conferences and teaching: smart screens and cell phones