Small Teaching Tip – Page 2

Take a moment and envision the first day of classes.

Does it resemble the following?

introduce yourself
hand out your syllabus
tell students which textbook to buy
ask them to introduce themselves
call it a day

Many faculty do just this, letting a golden opportunity pass them by.

I get it. The first day of classes can be tough. With department retreats, meetings, and Convocation, you may have run out of time to put the finishing touches on your course. Plus, students may be hounding you to get into your class, while others are dropping like flies, so your class roster changes by the minute. And let’s admit it, icebreakers can be incredibly corny, even painful to introverted students (and professors).

But, despite these challenges, it has become my annual tradition to encourage you to “spice up” your first day of classes. So here is my advice:

Don’t let them go after five minutes. What’s the point of meeting if nothing is going to be accomplished the first day? I used to think students would perceive me as “cool” if I let them go after only a couple minutes. Not so. Most students felt their time was completely wasted. Put yourself in their shoes. If you were asked by a colleague to come to campus for a meeting then, after just a couple minutes, they said “Eh, let’s just continue this conversation later,” you’d likely be frustrated. Take advantage of the opportunities the first day presents to build connections and start forming a supportive learning environment.

Don’t make the first day of class “Syllabus Day.” Avoid reading the entire syllabus to students. This is a waste of everyone’s time. Students who care about their learning will read the syllabus on their own. If you’re wary of putting that onus on students, ask them to sign a syllabus contract or include a syllabus quiz the first week (which is very easy to accomplish using the OAKS quizzing tool). Perhaps more importantly, write a syllabus that students might want to read rather than one that looks like a Terms of Service agreement. David Gooblar, lecturer at the University of Iowa, recently wrote about this in Chronicle Vitae: “Your Syllabus Doesn’t Have to Look Like a Contract.” If interested, this rubric (bit.do/syllabusrubric) may help you critically examine your syllabi.

Establish intentions. Rather than spending time listing policy after policy, consider setting intentions for the semester and involving your students in this process. What do you hope they accomplish and what do they want to learn? What do you expect from them and what can they expect from you? Is there a way both parties can be satisfied? Here are some ideas I have tried in my own classes:

Ask students to think about their favorite classes and the classes they hated. Then (without revealing identifiable characteristics), ask them to generate lists of qualities that made the classes awesome or terrible. Students love this activity and it always results in a fruitful discussion of expectations. It also provides fantastic insight into the minds of both students and professors, which leads to better understanding and empathy.
I also ask students to compile a list of what they would like from me. Punctuality, availability, and fairness are usually mentioned and these are qualities that I already deem important. But because students composed the list themselves, it gives them the sense that I’m willing to share my power and that I’m open to their perspectives.
Consider establishing a classroom code of conduct. Some of you may find this infantile, but I believe it’s one of the best and easiest ways to establish a respectful classroom culture. When students generate the rules, they’re more likely to own them.

Build icebreakers into the entire first week, even beyond. Most professors include some type of “getting to know you” activity on that first day. But the class roster doesn’t solidify until after the add/drop deadline. Therefore, I suggest icebreakers are even more important during the third and fourth class periods. This doesn’t have to take much time. I typically incorporate self-introductions into roll call, asking students silly questions to make them chuckle. I’m consistently surprised by the number of times students find unexpected connections: “Seamus Finnigan is my favorite Harry Potter character too!!!” Some students may be grumpy about icebreakers, which is understandable considering they do them in every class, but that encourages me to find new ones each semester. For example, I’ve had them do “speed dating,” play 6 degrees of separation, and go on scavenger hunts. There are so many possibilities! Google “icebreakers that aren’t lame” or ask your colleagues how they facilitate introductions.

While the first day of classes arrives too quickly and many of us feel underprepared, it is still ripe with opportunity. Make the most of it and it will set you up for a successful and enjoyable semester!

This post is part of a series which presents low risk, high reward teaching ideas, inspired by James Lang’s book Small Teaching: Everyday Lessons from the Science of Learning.

Best Practices, Collaboration, Pedagogy, Small Teaching Tip, Teaching Advice

Small Teaching Tip #11: The Benefits of Peer Teaching

February 9, 2017January 31, 2023 Jessica Smith

When we ask students to work in groups or turn to their neighbor to discuss course content, many of us wonder whether this kind of collaboration is worthwhile. Students aren’t experts, so could they be teaching each other incorrect information? Or perhaps what they discuss is superficial or watered down? Not to mention the drama and interpersonal conflict that can arise when students try to work together. Is peer teaching really worth it?

Despite these concerns, and many others, a significant amount of empirical research indicates that there are numerous benefits of peer teaching. For example, a recent study published in Teaching in Higher Education, found that working with peers has a positive influence on students’ psychological wellbeing, including autonomy, environmental mastery, and personal growth. The research of Eric Mazur, who popularized peer instruction in the sciences, demonstrates learning gains frequently double and sometimes triple when peer instruction is integrated into class time.

Beyond the research, we must also recognize that peer teaching happens informally all around us. Maryellen Weimer argues that students instinctually learn from one another. When they have a question about course content, they often turn to their peers before their instructor. Students are often intimidated by professors and don’t want to appear “stupid,” so they approach their classmates first. I can’t tell you how many times I overhear students in the hallways turn to a classmate and say “I have no idea what Dr. so-and-so wants for this assignment. Do you?” Students are constantly learning from one another, so why not use our classes to cultivate stronger collaboration and communication skills?

Here are a few simple peer teaching strategies to try:

Microteaching: Students choose or are assigned class periods during which they are responsible for teaching the entire class. They act as the professor for the day and are charged with developing a lecture, crafting activities, and facilitating discussion.

Think-Pair-Share: The professor poses a complex, challenging, or controversial question and asks students to think about their responses alone. To encourage deeper thinking, students should write down their thoughts. Then, ask the students to turn to a neighbor and compare answers. The students are tasked with reaching a consensus or formulating arguments to support their views. Finally, students report back to the rest of the class.

Peer Instruction using an Audience Response System: Students are assigned a reading or video lecture prior to class and then quizzed on the more difficult or complex topics using an Audience Response System, such as Poll Everywhere, to submit their answers. Students then form small groups, discuss the quiz question, come to a consensus, and re-submit a group answer. Instructors can then instantaneously see where clarification is needed based on incorrect answers provided by both individuals and groups.

Immediate Feedback Assessment Technique: This is the low-tech version of the above strategy. Students are presented with multiple-choice questions that they discuss with group members. Then, using cards that are similar to scratch-off lottery tickets, students choose their answer by removing the foil covering options A, B, C, or D. If their choice reveals a star, they know they’ve answered correctly. If they don’t see a star, they must problem-solve with their classmates and endeavor to determine the correct answer. If you are interested in this technique, TLT can provide IF-AT cards to try with your students.

The Jigsaw Technique: In this strategy, the instructor first divides a topic, problem, or assignment into parts. Next, students are split into “home teams” with one member assigned to each topic. Working individually, each student learns about his or her topic. For example, if the content is divided into parts 1, 2, 3, and 4, group one would contain four students and one student would work on part 1, one student on part 2, and so on. Next, groups are reformed into “expert teams” so that everyone in the group worked on the same topic (e.g. all the ones become a group, all the twos, and so on). These students share their findings and collaborate to discuss, verify, and synthesize all the information gathered. Finally, the home teams reconvene and listen to presentations from each member. These final presentations provide students with a better understanding of their own material, as well as the findings that have emerged from other groups.

These are just a handful of popular peer teaching strategies that do not require a significant amount of labor on the part of the instructor. Consider giving one a try. But remember, it’s important to recognize the benefits of peer teaching do not result from simply putting students together in groups. Group work that promotes learning and other positive outcomes is carefully designed, implemented, and assessed.

This post is part of a series which presents low risk, high reward teaching ideas, inspired by James Lang’s book Small Teaching: Everyday Lessons from the Science of Learning.

Reference: Hanson, J. M., T.L. Trolian, M.B Paulsen, and E.T. Pascarella. 2016. Evaluating the influence of peer learning on psychological well-being. Teaching in Higher Education 21 (2): 191–206.

Best Practices, Pedagogy, Small Teaching Tip, Teaching Advice

Small Teaching Tip #10: Creating Connections

January 24, 2017January 31, 2023 leea5

One of the most challenging aspects of education is getting our students to use prior knowledge and to connect that with the new information we are trying to teach them. It seems as if students walk into each class and compartmentalize it in their brain, often, it feels as if they do this for each unit within a single class. So how can we have them see the bigger picture? How can we get them to view their education as a living, changing whole instead of a segmented path? James M. Lang (2016) offers some tips and strategies to bring in prior knowledge before building upon it.

Have the students take a short quiz prior to class asking them to pull from prior knowledge, use the first few minutes of class to go over the results.

In the beginning of class tell the students what the lesson is about and have them write down everything they know about the topic, take the next 5 minutes to solicit responses.

At the start of the semester pretest or use group activities to assess prior knowledge

After the first class of the semester have the students write down three things the know about the subject matter and three things they would like to learn, discuss these during the second class.

Have the students create a minute thesis connecting different themes throughout your course. You can have them do this in a few minutes or over a whole class period. Have them share their ideas and discuss it as a class.

Create concept maps linking together ideas throughout the course. Have the students share and explore their peer’s ideas. They can add to these maps for the whole semester or make new ones depending on the topic at hand.

Remember, as experts in your field it is easy for you to draw connections and see the big picture but for your students it may take more time and coaching. Make sure to provide the framework for these connections and refer back to them often. Again, James M. Lang (2016) offers “Quick Tips” on helping your students to connect concepts.

Ask students about their prior knowledge at the beginning of the course with oral questions or a “class knowledge dump”

Give students the scaffolding or framework of your lecture ahead of class time and let them fill it in using their prior knowledge.

Offer examples from everyday life and allow students to offer their own. Help them to connect the “real world” with class concepts.

In order for us to really educate our students we need to help them see the bigger picture, help them create connections and guide them along the path of a whole, connected, educational career.

This post is part of a series which presents low risk, high reward teaching ideas, inspired by James Lang’s book Small Teaching: Everyday Lessons from the Science of Learning.

Small Teaching Tip, Teaching Advice

Small Teaching Tip #9: Self-Care Strategies for Faculty

December 7, 2016January 31, 2023 Jessica Smith

For most faculty (and students), the end of the semester is an exhausting race to the finish. Endless cups of coffee, maybe even a Red Bull or two, sustain you through grading marathons and conversations with students that begin with “I really need an A.” Once you surface for a breath of fresh “I just submitted final grades” air, I encourage you to think seriously about instructor burnout and self-care.

Self-care is not limited to expensive spa retreats, Pilates classes, and bubble baths. It simply refers to practices that enhance your physical, mental, and spiritual wellbeing. This may mean snuggling with your pet or child, baking 6 dozen cookies to give to colleagues, going for a lunch-time run, or playing Dungeons and Dragons when you get home from work. Self-care also means implementing rituals and practices that make your life easier, such as time-management strategies. Here are a few ideas for the overworked and exhausted faculty member.

Examine how you spend your time

Have you ever kept a log of how you spend your time each day? I know what you’re thinking (“No, Jessica, I haven’t because I don’t have time!”) but since many of our habits are both unconscious and unproductive, it’s actually a useful exercise to determine where your precious time goes. For example, how long are you really spending scrolling through Facebook in the evenings on the couch? After completing your time inventory, you may be surprised by how many pockets of your day could be better spent.

Brainstorm ways you could eliminate those time-sucks or reimagine them. For example, if you have a weekly meeting with a colleague, would it be possible to go for a walk rather than sitting in an office or conference room? (read about the benefits of a walk-and-talk) For those who are easily distracted while using your computer, try an application that monitors your time, such as Rescue Time. If you’re watching too many cat videos on YouTube, this app will tell you.

After completing an inventory of my own time, I started setting limits on how long I could spend on mundane tasks and setting a timer on my phone. When that timer goes off, I must wrap up what I’m doing and move on. I also find it useful to use Steven Covey’s time management grid, which characterizes tasks based on urgency and importance (refer to the image below).

Whatever the results of your own time inventory, make it a priority to reduce tasks in quadrants III and IV, delegate what you can, and create rituals that will help you stay focused on quadrants I and II.

Stephen Covey's Time Management Grid — Stephen Covey’s Time Management Grid. Image via Bruce Mayhew

Give the Pomodoro Method a try

As a chronic procrastinator, I have the bad habit of allowing grading to pile up until it becomes so overwhelming that I actually move through the stages of grief. One of the contributors to procrastination is facing a task so large or complex that we don’t know how to start. Feeling overwhelmed prevents us from taking action.

The Pomodoro Method seeks to remedy this by asking practitioners to break down tasks into manageable chunks and take regularly scheduled breaks. When I first heard about this technique, I immediately thought it could make the grading process less painful. So how do you begin?

First, set specific goals for what you want to achieve. In the case of grading, maybe it’s “by Friday, I will grade 20 of my 40 research papers.” Given your goal, how many pomodoros do you need (pomodoros = 25-minute segments)? Perhaps you typically devote 15 minutes to each student’s paper. That means you’ll need 12 pomodoros to reach your goal.

Next, set your timer for 25 minutes and work in a distraction-free setting. When the timer rings, you must take a short break. It’s required. Get a cup of coffee; walk a loop around your neighborhood; play with your pet. When you return, set the timer for your second pomodoro. After four pomodoros, you must take a longer break (30 minutes is recommended). Go for a run; cook dinner; watch an episode of a favorite TV show. Maintain this cycle until you reach your goal. If you have tasks remaining, set a new goal and determine how many pomodoros you still need.

Although not revolutionary, this technique can result in greater productivity by encouraging us to set concrete goals, commit to short segments of concentration, and take regular “brain breaks.”

Respond to students efficiently

One of the constant complaints faculty make about students is that they don’t listen. They repeatedly ask questions that have been answered in class, in OAKS, in the syllabus, etc. Thus, faculty waste a lot of time answering the same questions again and again. It’s time to end this madness!

My first suggestion is to establish an “ask three, then me” policy. This policy states that students should consult three sources before contacting the professor. Those sources could be the syllabus, OAKS, classmates, the textbook, etc. Explain to students that you will not respond to emails if the answer to their question is readily available from other sources. As long as you have clearly explained this policy to students (and remind them of it multiple times), this isn’t as cruel as it may sound. It has worked wonders in my own classes, promoting student self-sufficiency and initiative.

One way to encourage students to help one another is to set up a “course lounge” discussion board inside OAKS (for those who have taken our Distance Education Readiness Course, this should sound familiar). This discussion board serves as a space for students to ask questions related to the course, such as due dates, clarifying instructions, and logistical issues. You will find students are often willing to jump in and answer one another’s questions.

If a student asks you a question via email that the rest of the class could benefit from hearing the answer, tell that student to post their question and your reply in the discussion board. And if you receive multiple emails about the same problem, rather than replying to each student individually, post the answer in the discussion board (or in the News tool). If you’re not a fan of the OAKS discussion tool, there are countless other ways to facilitate the “course lounge” concept, including Slack, Realtime Board, Trello, and Facebook groups.

Make self-care a priority

When we’re facing a giant stack of student papers or a looming manuscript deadline, it’s easy for us to abandon self-care practices. But when we’re stressed and overwhelmed, self-care is essential. Make your mental and physical health a priority and schedule it like you would a dentist appointment. It’s non-negotiable. This may require you to say “no” to people from time to time (easier said than done, I know. But your health comes first).

Remember that self-care practices don’t need to be expensive, time-consuming, or elaborate. For example, when writing, set a timer to go off every hour and walk around the campus (when was the last time you realized how beautiful CofC is?). Or, establish a policy of not responding to emails past 9:00PM (and stick to it!). Or, keep healthy snacks in your office to prevent you from either going too long without sustenance or stress-eating Cheez-Its by the boxful.

Self-care isn’t all-or-nothing. Every practice makes an impact on your health. Start small and work simple techniques into your daily life. When one practice becomes habitual, incorporate something else. While self-care will not eliminate stress, it will set you on a path towards greater vitality and job satisfaction.

If you’re interested in more productivity tips and apps, check out our session “Tips and Tools for the Busy Professor” on February 15th at 2:00 PM

This post is part of a series which presents low risk, high reward teaching ideas, inspired by James Lang’s book Small Teaching: Everyday Lessons from the Science of Learning.

Small teaching tip number 8: incorporate informal early feedback rather than rely solely on end-of-semester course evaluations

Small Teaching Tip, Teaching Advice

Small Teaching Tip #8: The Problem with Student Course Evaluations

November 22, 2016January 31, 2023 Jessica Smith

We are rapidly approaching the end of the semester. Soon, faculty will receive the results of their course and teaching evaluations. . . Well, perhaps it’s more accurate to say some will receive evaluations of their teaching. Many more will receive evaluations of their personality, wardrobe, voice, sense of humor, and physical attractiveness. . .

When I first began teaching, I agonized over my students’ evaluations. I can still quote some of their comments five years later. Some evaluations made me feel like I could soar while others crushed me. I’ve since learned to take student course evaluations with a grain of salt. There are simply too many flaws that make these evaluations an unreliable measurement, including that they are administered at the very end of the semester.

This is problematic for numerous reasons: First, human memory is notoriously unreliable so student recollections may not be accurate. Second, the end of the semester is when student stress peaks, which could result in venting negative feelings about their professors. Finally, students’ opinions can only be used to change future courses rather than being used to improve the course during the semester.

Despite these weaknesses, student perceptions matter and it’s important to provide a platform for their voices to be heard. What can we do as individual instructors to better assess student learning and satisfaction? I believe the simplest and most effective solution is to administer student evaluations throughout the semester. This is sometimes called “Informal Early Feedback.”

How to Incorporate Informal Early Feedback

Gathering students’ opinions multiple times during the semester solves many of the problems associated with end-of-term evaluations. Also, responding to students’ comments by discussing them in class and making changes as appropriate can have a powerful and positive impact on the classroom culture. Here are a few ideas to incorporate into your classes:

Exit Tickets: These are quick formative assessments that allow instructors to check students’ understanding and identify areas of struggle. They’re called exit tickets because they are typically administered at the end of each class period. They can take any form and ask any question. For example, some instructors simply ask students to write responses on scrap paper. Others incorporate instructional technologies, such as Poll Everywhere, Socrative, Plickers, or Google Forms. These are two of my favorite exit ticket prompts:

3-2-1: Ask students to list three concepts they learned, two ways they contributed to today’s class, and one question they still have about the material. This allows the instructor to compare the learning outcomes he/she set for that class with what students are actually retaining. It also provides insight into how students perceive their participation as well as identifies concepts that students may need further help understanding.
Muddiest point: Ask students to identify the most challenging concept discussed in class or in the readings. This provides a safe way for students to communicate what they’re struggling with so you can determine if additional class time is warranted or if individual interventions are needed.

Keep, Stop, Start: Ask students to write on a Post-It note one thing they wish would remain the same, one thing they wish would stop, and one thing they wish would start happening. For example, a student may comment that they like the flipped classroom structure, but they wish the weekly quizzes would be eliminated, and instead be replaced with journaling. I ask students to not write their names on the Post-It and to stick them to the wall on their way out. This helps to ensure anonymity and, therefore, more honest feedback.

Describe Our Class: Around midterm time, I ask students to compose a letter to a friend who is interested in taking the course. I ask them to describe the class, including how each class period is typically structured, how I interact with students, what types of readings are assigned, what types of assignments are completed, what he/she is learning, and whether or not he/she is enjoying the experience. This exercise gives me fantastic insight into how students’ perceptions compare to my own.

It’s easy to allow student course evaluations to distress us. When so much of our identities is connected to teaching, it’s painful to be criticized or even attacked. If you receive negative evaluations, seek out the counsel of your Department Chair or ask a colleague to observe your teaching. And instead of relying only on this one snapshot to assess your teaching, consider implementing informal early feedback throughout the semester. I’ve found that these exercises have actually improved the quality of my end-of-semester evaluations.

This post is part of a series which presents low risk, high reward teaching ideas, inspired by James Lang’s book Small Teaching: Everyday Lessons from the Science of Learning.

Small teaching tip number 7: allow yourself to be a beginner

Small Teaching Tip, Teaching Advice

Small Teaching Tip #7: Allow Yourself to Be a Beginner

November 1, 2016January 31, 2023 Jessica Smith

This week’s Small Teaching Tip is less of a tip and more of an observation and some encouragement. . .

As an instructional technologist, I support faculty’s endeavors to expand their teaching repertoires. Over the past couple of years, I’ve discovered that many faculty are hesitant to try new technologies or teaching strategies.

For some, it’s simply a lack of confidence. During graduate school, most of us were not taught how to teach and so we reproduce the methods we experienced as students. In the United States, we require rigorous training for our K-12 teachers but, strangely, we assume professors will magically know how to teach without such training. For example, when I was a 22-year-old Masters student, I was handed a textbook and class roster and told to “go teach.” Is it any wonder many of us sometimes struggle?

For other faculty, there may also be a fear of losing control or credibility. Exploring new pedagogical approaches or instructional technologies requires patience, flexibility, and persistence. For example, when I first flipped my classroom, it was a disaster. My students were frustrated and I was exhausted. But I learned a lot and didn’t give up. After much trial and error, I’m now happy with my flipped classes and my course evaluations reflect students are, too. But getting to that point required I let go of control and risk damaging my credibility. Not all faculty are willing to do this because we don’t want to be perceived as a novice. After all, we’re expected to be experts. It’s difficult to say “I don’t know” or “this didn’t work out as I planned.”

So if you are hesitant to experiment because you fear failure, chaos, poor teaching evaluations, or just looking like a fool, grant yourself permission to be a beginner. Teaching is a continuous process of learning, growing, and challenging oneself. It’s okay to not know how to do something. It’s okay to feel uncomfortable or awkward. It’s okay to make mistakes. When we try something new, we all start at the beginning.

It’s also important to remember that you don’t have to change every aspect of your teaching in order to improve student learning and engagement. We hope the Small Teaching Tip blog series has made it clear that we can all take small, strategic steps to improve our teaching.

One step you can take is to attend the Teaching, Learning, and Technology Conference on March 7-9, 2017. This conference will feature dozens of faculty-led sessions during which your colleagues will share teaching strategies, best practices, and lessons learned. Be on the look-out for more information about TLT Con in the new year!

Incorporating frequent quizzing encourages students to practice memory retrieval, which results in deeper, long-term learning.

Assessment, Best Practices, Small Teaching Tip, Teaching Advice

Small Teaching Tip #6: The Benefits of Frequent Quizzing

October 18, 2016January 31, 2023 Jessica Smith

In a previous post, I discussed the important role memory retrieval plays in learning. To briefly review: each time we recall a piece of information, we strengthen the neural pathways that move the information from our long-term memories to our working memories. So the more times we retrieve the information, the more deeply we learn it. This is known as the “testing effect.”

There are numerous ways to encourage students to practice memory retrieval, but one of the best strategies is frequent quizzing.

Tips for Frequent Quizzing

While quizzing is an effective method to practice memory retrieval, not all quizzes are created equal. There are a few empirically-tested stipulations that must be considered:

First, make the quizzes count towards the course grade. While we would love our students to complete quizzes simply for the joy of learning, most require extra incentive. That being said, the quizzes should be relatively low-stakes. The purpose of these quizzes is to practice retrieval, not to have an anxiety attack each week.

Second, avoid the pop quiz. Pop quizzes are only effective at intimidating students into coming to class. For most students, they do not encourage actual learning. But quizzes that students know about in advance do. Rest assured, these assessments do not need to be lengthy or require labor-intensive grading (there are countless instructional technologies that can help facilitate this process).

Third, design quizzes to be at least partially cumulative. This requires students to reach back to concepts covered earlier in the term, developing deeper understanding and more complex mental models. Remember: greater retrieval efforts equal greater learning (note the emphasis on the word effort).

Fourth, include question types that will be similar to what students can expect on exams. This allows students to familiarize themselves with those formats so the exam is a test of knowledge instead of exam-taking ability.

Finally, occasionally assign quizzes that students complete before they learn new material. This may seem strange, but a pre-quiz encourages students to consult their previous knowledge to help them grapple with new ideas.

If you don’t have enough class time to devote to frequent quizzes, consider using online quizzes through OAKS. Most textbook publishers provide gigantic test banks that provide more than enough questions to create multiple quizzes throughout the semester. These banks are designed to be quickly imported into OAKS and quizzes can be automatically-graded, making quiz creation and administration simple. But to ensure students are practicing retrieval, restrict the time limit so they don’t have the leeway to look up every answer in their notes or book (20-50 seconds per multiple choice question is advisable).

Providing frequent opportunities for retrieval will not only help your students remember important information, it will also open the door to higher levels of cognition. I’ve shared one simple but powerful way to help your students learn that does not require an overwhelming amount of grading or extra preparation. Want more ideas? Check out the rest of our Small Teaching Tips series!

References

Roediger, H. L., Agarwal, P. K., McDaniel, M. A., & McDermott, K. (2011). Test-enhanced learning in the classroom: Long-term improvements from quizzing. Journal of Experimental Psychology: Applied, 17, 382-395.

Roediger, H. L., & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1, 181-210.

Leeming, F. C. (2002). The exam-a-day procedure improves performance in psychology classes. Teaching of Psychology, 29, 210-212.

Lyle, K. B., & Crawford, N. A. (2011). Retrieving essential material at the end of lectures improves performance on statistics exams. Teaching of Psychology, 38, 94-97.

Richland, L. E., Kornell, N., & Kao, L. S. (2009). The pretesting effect: Do unsuccessful retrieval attempts enhance learning? Journal of Experimental Psychology: Applied, 15, 243-257.

This post is part of a series which presents low risk, high reward teaching ideas, inspired by James Lang’s book Small Teaching: Everyday Lessons from the Science of Learning.

Small Teaching Tip Number 5 focuses on using Google Docs and Slides to make in-class group work more productive and efficient.

Collaboration, Google, Google Apps, Productivity, Small Teaching Tip, Teaching Advice

Small Teaching Tip #5: Make Group Work More Efficient with Google Apps

October 4, 2016January 31, 2023 Jessica Smith

Collaboration and project management are important skills for college students to learn. Unfortunately, many students grumble about group work and faculty spend too much time managing logistics. Wouldn’t it be nice if there were tools that could make in-class group work more efficient and productive?

I have a possible solution for you! Google Apps!

All CofC students and faculty have free access to Google Apps for Education using their College email address and password.

Here are two ways you can use Google Docs and Slides to make group work more efficient:

Share Templates

In-class group work is most effective if students are given clear instructions, including the goals of the activity and expectations for a deliverable. Without purpose or guidelines, students will be less productive and more easily distracted.

One way to provide structure is to create an outline, template, or worksheet to guide students’ work. If you create this handout in Google Docs, you can easily share it with students who can then type on the document as they work with their teams.

But, Jessica, wouldn’t that mean all students would be typing on the same document?

Yes, unless you make this tiny but powerful change to the document URL: delete the word “edit” from the end of the URL and replace it with the word “copy.”

When students click on the URL you’ve shared with them, they will be asked to make a clean copy. Now, each student or each group can work on their own document.

Ask your students to share their document with you so you can see what they’ve accomplished during class. And if groups run out of time and need to finish outside of class, every group member can contribute from their own dorm room or apartment (because Google Drive is cloud-based).

Share a Slide Master

After students complete an in-class activity or assignment, do you ask groups to present their work to the rest of the class? This form of debriefing or “reporting out” encourages students to work harder because they’ll have to stand in front of the room to present to their peers. It also gives students much-needed opportunities to practice their public speaking skills, which are typically quite weak.

But if you ask students to create slides in Powerpoint, every student would have to email their file or save it to a thumb drive and then open it on the teacher station computer. This requires too much precious class time.

Instead of using Powerpoint, create an empty slide show in Google Slides. If you want students to design their own slides, simply create a presentation with blank slides (one slide per student or one slide per group, for example). If you want students to include certain pieces of information on their slides, create a template. You can then duplicate that template slide for as many students or groups that you have.

Next, give your students editing rights and share the URL with them (watch the animated GIF below). Every student can now access that slide deck during class and work on their individual slides. When it’s time to present to the class, you only have to open the one Google Slides presentation and the entire class’ work is right there!

We hope you found this week’s Small Teaching Tip helpful. This post is part of a series which presents low risk, high reward teaching ideas, inspired by James Lang’s book Small Teaching: Everyday Lessons from the Science of Learning.

Best Practices, Pedagogy, Small Teaching Tip, Teaching Advice

Small Teaching Tip #4: Incorporate Active Learning into Your Lectures

September 20, 2016January 31, 2023 ratcliffcr

Most faculty members have lectured to their students at some point in their careers. In traditional lectures, this means that the instructor speaks while students listen. While some lectures can be dynamic, engaging, and even entertaining, research has shown that student concentration typically drops after 10-15 minutes. With many questions during a traditional lecture being purely rhetorical, there are few opportunities for students to engage with the material or their instructor and classmates. What can you do to be sure that your students are engaged?

Try implementing low risk, high impact strategies such as interactive lecturing. Instead of a traditional hour-long lecture, break the content into several 10-15 minute “chunks.” In between each chunk, incorporate small, structured activities. This can be as simple as asking a question that requires student responses, encouraging students to participate in a brief think-pair-share exercise, or having students complete a one-minute paper. These active learning strategies will re-focus student attention as soon as concentration begins to drop while also giving you the opportunity to assess student comprehension throughout the lecture.

What kind of active learning strategies have you used to enhance your lectures? Please share your tips!

This post is part of a series which will present low risk, high reward teaching ideas. Inspired by James Lang’s book Small Teaching: Everyday Lessons from the Science of Learning, this series will inspire you to implement small but powerful changes to your teaching.

Best Practices, Pedagogy, Small Teaching Tip, Teaching Advice

Small Teaching Tip #3: The First Five Minutes of Class

September 6, 2016January 31, 2023 Jessica Smith

The crux of a class period, and perhaps the most challenging to plan, are the beginning and ending. Unfortunately, these are the two parts of a lesson that faculty typically devote the least amount of attention. Often, the first few minutes of class are spent taking attendance, setting up technology, or rattling off reminders. This type of housekeeping is necessary, but it shouldn’t be the only way you begin class. As Kate Sussman, Professor of Biology at Vassar College, points out, we all need time to “warm up”:

“Maybe they just woke up. Maybe they rushed over from their previous class. Maybe they just finished a big paper or assignment. Whatever the cause, it’s most likely that your students are distracted and not really mentally ready to be in your classroom when they first get there. We need to add a little transition time to the beginning of class to help our students get mentally ready to focus.”

To prepare students for learning, the beginning of a lesson should prioritize engaging students’ attention, setting goals for the class period, and activating students’ prior knowledge. Here are a few simple methods to accomplish these aims:

Incorporate teasers

Teasers are provocative statements, sometimes called “hooks,” that serve to grab students’ attention and draw them into the upcoming lesson. To be most effective, the teaser must clearly relate to the subject matter and it must deliver. If you use a teaser that makes students wonder what the heck you’re talking about, it will simply confuse rather than pique curiosity. And if your lessons don’t live up to the hype you’ve built, the anticlimax will eventually cause students to tune out.

A classic way to begin class is to ask a question that creates a compelling need for students to know the answer, appealing to what Carnegie Melon University professor George Loewenstein calls the “curiosity gap.” You could also begin with an unusual photo, humorous video clip, perplexing statement, or a shocking statistic. I once had a professor who began each class with a promise, such as “by the end of class today, I promise you will be equipped with three strategies for handling passive-aggressive people.” He told me that making such promises gives students confidence that they will leave each class with something useful and it also holds him accountable for reaching those objectives.

Close the circle

You are probably much more organized than I am, but I sometimes feel like my lectures lack enough structure and, therefore, veer off course. One strategy to address this comes from James Lang, author of Small Teaching. He suggests providing students with a few questions to guide their homework and asks them to bring their responses to class. Ideally, the questions you ask cannot be answered by simply looking up a definition in the textbook and also require students to connect the current topic with those you’ve discussed previously.

At the beginning of the next class, display those questions so students can refer to them as they enter the classroom and get settled. As you take attendance and complete other housekeeping tasks, ask students to turn to a neighbor and share their responses. Then, towards the end of the period, return to the questions and ask if students’ responses have changed since listening to your lecture. This could spark discussion or serve as an exit ticket. Using these questions at the beginning and end of class metaphorically “closes the circle” and reminds students that each session has a clear purpose and structure.

Activate prior knowledge

According to James Lang, research suggests that whatever knowledge students bring into a course has a major influence on what they take away from it. Thus, student learning can be improved by consistently revisiting, not just what they learned in the previous class, but what they already know about the subject matter. So at the beginning of class, you could say something like: “Today we are going to focus on _____. What do you know about _____ already? What have you heard about it in the media, or learned in a previous class?”

Another memory recall strategy is to simply ask students to remind you of the key points from the previous class period. But rather than calling on a single student, consider asking all students to participate such as prompting them to complete a “minute paper,” draw a process, create a diagram, or illustrate a main point. Any effort students make to recall course content — without the help of notes or textbooks — benefits their learning.

No matter the strategy you choose, I challenge you to put more thought into how each of your class periods begin. Those few minutes offer us a fertile opportunity to build anticipation and prepare students for learning. How do you start class? Please share!

Category: Small Teaching Tip

Small Teaching Tip #12: Spice Up Your First Day of Classes

Small Teaching Tip #10: Creating Connections