Using Self-Explanation in an Introductory Biology Lab
Explores how to implement self-explanation to enable students to apply theories they have learned in lecture to the living biological world.
(Contributed by Maria Valadez Ingersoll.)
Introduction to Self-Explanation
Learn how educators can encourage contextualized learning over memorization of steps with the process of self-explanation.
(Contributed by Maria Valadez Ingersoll.)
Setting Up Students to Succeed on Final Assessments
Contributed by CTL staff (2 minute read) As we near the end of the term, it’s critical to prepare students to succeed on their final assessments by building in low-stakes opportunities for them to practice and receive feedback on the skills they will be asked to demonstrate. Too often, there is a disconnect between how […]
Planning Peer Review for Students
Contributed by Ben Keating (4 minute read) When students develop their capacity to give and receive feedback—and to use that feedback to revise their work—they are empowered in multiple ways. They learn to engage with peers while also claiming their own authority, and to make choices about how to integrate feedback into their revision and […]
Turning Inside Out: Learning Beyond the Classroom
Contributed by CTL staff, with thanks to CAS Writing Program Instructors (3 minute read) Summer courses are known for their long and concentrated classes, which can be draining on both the instructor and the students. However, summer classes also offer great possibilities to experiment with content and format. Taking your class outdoors – on BU’s […]
Jump-starting Discussion Using Images (Part 2)
Graduate Teaching Blog Post Contributed by Phillippa Pitts (5 minute read) This post is a follow-up to my entry last week, where I introduced two quick approaches to teaching with images in ways that will get students talking and thinking about your course content in a new way. In this post, I’d like to introduce […]
Student Engagement Part 2: Ensuring deep learning
Contributed by CTL staff (3 minute read) In our Student Engagement Part 1 News & Announcement post, we focused on the emotional aspects of learning, and offered strategies to keep students invested and motivated in your courses. It is equally important to have techniques during class to ensure that students are engaging in learning activities […]
Keeping Breakout Rooms On Task
Graduate Teaching Blog Post Contributed by Phillippa Pitts (4 minute read) Q: I hear students benefit from small group work and appreciate using Zoom breakout rooms. But how will I know that they’re staying on task if I’m not there? A: This is a question that came up frequently in the physical classroom. Now, in […]
Practice, Practice, Practice
Graduate Teaching Blog Post Contributed by Ben Suitt (2 minute read) Q: My students did poorly on the essay questions of the midterm despite acing my multiple choice quizzes. How do I help them do as well on the final essay exam as they did on my quizzes? A: Seeing a disconnect between class performance […]
Game-based Learning & Gamification
Faculty Contributor: Amber Navarre (Senior Lecturer in Chinese, World Languages & Literatures) (2 minute read) Between playing a game with friends and attending a lecture in Zoom, what would your student choose? What if the lecture itself is a game they can play with friends? Researchers have found that playing games and creating a game-like environment […]