Teaching and Learning

The Power of Teachers’ Questions Lies in Their Ability to Generate Students’ Questions

I was looking at one of my old teaching and learning books, Kenneth Eble’s 1988 book The Craft of Teaching. Some parts are now a bit dated, but many are not. It was one of those books that greatly influenced how a lot of us thought about teaching and learning back then.

But I found something in the book that was even older. Eble includes a discussion of and several quotes from an 1879 book (actually the ninth edition) by Josiah Fitch titled The Art of Questioning. Eble writes that it’s a small book and was originally aimed at British Sunday school teachers. Here’s the quote that caught my attention.

Maryellen Weimer, PhD February 27, 2015

Learner-Centered Pedagogy and the Fear of Losing Control

In the spring of 1991, I returned to teaching after more than five years as a Benedictine monk. The monastery had been founded in China in the 1920s, and when exiled after the Chinese Revolution, the community had relocated to the Mojave Desert in California. During my novitiate, I had taken up a private study of modern Chinese history, even though my research and academic formation at Cambridge University had been in early modern English puritan studies. When my community sent me to study theology at the University of Fribourg in Switzerland, I also studied the history of missiology and continued to read about the modern emergence of Christianity in China. So when the history department of a small liberal arts college in Santa Barbara asked me to teach a non-Western course after I left monastic life, I suggested Modern Chinese History.

Kenneth L. Parker PhD February 23, 2015

Why Students Should Be Taking Notes

Students can be pretty demanding about wanting the teacher’s PowerPoints, lecture notes, and other written forms of the content presented in class. And a lot of teachers are supplying those, in part trying to be responsive to students but also because many students now lack note-taking skills. If they can’t take good notes, why not help them succeed by supplying them with notes?

Maryellen Weimer, PhD February 20, 2015

Don’t Assume Difficult Question Automatically Lead to Higher-Order Thinking

They’re the kind of questions that promote thinking and result in sophisticated intellectual development. They’re the kind of questions teachers aspire to ask students, but, according to research, these types of questions aren’t the typical ones found on most course exams. Part of the disconnect between these aspirations and the actualities results from the difficulty of writing questions that test higher-order thinking skills.

Maryellen Weimer, PhD February 13, 2015

How to Help Students Improve Their Note-Taking Skills

Students love it when teachers provide class notes—the more complete the set, the better. Students want the teacher’s notes online because it’s convenient, they’re readable, well organized, and relieve the student of having to expend much effort during class. A lot of students need the teacher’s notes because they aren’t very good note-takers themselves. They practice stenography rather than note-taking, trying to get down the teacher’s words exactly. That way, even if they don’t understand, they can memorize what the teacher said and find it on the test. But that’s not learning.

Maryellen Weimer, PhD January 30, 2015

Plagiarism: An Interesting Disconnect between Students' Thoughts and Actions

Almost 800 business, engineering, education, and health services students completed a fairly typical plagiarism survey. They were asked how strongly they agreed with a statement defining plagiarism as copying text and inserting it in a paper without citing the source. They were asked how often they engaged in this specific behavior. As in many other survey studies, 75 percent of these students agreed or strongly agreed that copying text without referencing it was plagiarism. Eighty-one percent said that the behavior should result in strong punishment, and 84 percent said that they never or rarely engaged in this practice. None of those results are new or particularly surprising.

Maryellen Weimer, PhD January 13, 2015

Our 14 Most Popular Articles of 2014

As another year draws to a close, the editorial team at Faculty Focus looks back on some of the top articles of the past year. Throughout 2014, we published approximately 225 articles. The articles covered a wide range of topics – including group work, course redesign, flipped learning, and grading strategies. In a two-part series, which runs today and Friday, we reveal the top 14 articles for 2014. Each article’s ranking is based on a combination of factors, including e-newsletter open and click-thru rates, social shares, reader comments, web traffic, reprint requests, and other reader engagement metrics.

Today’s post lists articles 8-14, starting with number 14.

Mary Bart December 17, 2014

New Faculty Survey Finds More Learner-Centered Teaching, Less Lecturing

A survey of undergraduate teaching faculty has identified a shift toward more learner-centered teaching practices and a corresponding move away from lectures and other teacher-centered styles.

Mary Bart November 18, 2014

Why You Read Like an Expert – and Why Your Students Probably Don’t

A recent experience in class left me a bit rattled, and made me wonder if I’ve long been trying to teach an impossible skill. It confronted me with a fundamental question: What’s teachable, and what do students simply have to figure out on their own with the passage of time?

Pete Burkholder, PhD November 17, 2014

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