Those who teach in the health disciplines expect their students to retain and apply every iota of learned material. However, many students come to us having achieved academic success by…
…and learning conceptions in the acquisition and development of social communicative competence: A longitudinal study. Higher Education, 51(1), 71-104. doi:10.1007/s10734-004-6377-6 Hofer, B., & Pintrich, P. (2002). (Eds). Personal epistemology: The…
…something in a new way. “As a consequence of comprehending a threshold concept, there may thus be a transformed internal view of subject matter, subject landscape, or even world view.”…
…message needed for growth (Hylanda, 2001). One of the most common mistakes instructors make is to use the “feedback sandwich” with students. Their feedback starts with the good, then stating…
…objects can provide helpful complementary entry points to concepts. Even using a variety of visuals, including concept maps and graphic organizers, in a lecture can assist students who have barriers…
…in classrooms, instructional strategies aren’t used in isolation; they are done in combination with other things. Does that grouping influence how individual strategies function? Questions like these should prompt more…
…know and use students’ names seem more personable and more approachable. Middendorf and Osborn have some suggested strategies for learning names if that’s not something that comes naturally. 2. Create…
…the discussion? Know and communicate the learning goals and the connection to the course overall for each potentially hot topic. Keeping the focus clear for the conversation affords the opportunity…
