Teaching Strategy Resource Shelf

Design Considerations for Exam Wrappers

Published Date:October 23, 2014

Design Considerations for Exam Wrappers. "Exam wrappers are short activities that direct students to review their performance (and the instructor's feedback) on an exam with an eye toward adapting their future learning.  Exam wrappers ask students three kinds of questions: How did they prepare for the exam?  What kinds of errors did they make on the exam?  What could they do differently next time?"  Click here to see examples and strategies to help our students become more reflective about their learning.

Published Date: October 23, 2014


Getting Students to Act on Our Feedback

Published Date:October 9, 2014

Getting Students to Act on Our Feedback. I’m still pondering why students don’t make better use of the feedback we provide on papers, projects, presentations, even the whole class feedback we offer after we’ve graded a set of exams. Yes, we do see improvement as we look back across a course, but we also see a lot of the same errors repeated throughout the course.”  Learn how to improve your comments to help your students develop an action plan based on your feedback for the next assignment.

Published Date: October 9, 2014


Providing Timely and Frequent Feedback

Published Date:October 9, 2014

Providing Timely and Frequent Feedback. If students are to benefit from feedback, it must not only be timely and frequent, but also useful for improving performance by addressing three areas: what students did well, what students need to improve on, and how to make this improvement. Although giving detailed feedback is important, it may be even more important to give it in a timely manner. Click here to read about helpful types of feedback.

Published Date: October 9, 2014


Have you done your Informal Early Feedback (IEF)?

Published Date:September 25, 2014

Have you done your Informal Early Feedback (IEF)? Using informal early feedback (IEF) can help you learn about what is working and what is not working in your class at a time when you can make mid-course corrections. Late-September to mid-October is a great time to collect this feedback from your students.  Additional information and samples are on our website.

Published Date: September 25, 2014


I Was Inspired by a Teaching Workshop, But Now What Do I Do?

Published Date:September 25, 2014

I Was Inspired by a Teaching Workshop, But Now What Do I Do?  This month, there are many workshops offered to help you learn new strategies and teaching approaches. Before implementing these new teaching techniques, keep in mind these helpful words of wisdom: be strategic about which techniques to implement, explain the techniques to your students, start with small, incremental steps. Here is more advice.  And, of course, you can always contact CITL (citl-info@illinois.edu).

Published Date: September 25, 2014


Getting Students to Read: Important Considerations

Published Date:September 11, 2014

Getting Students to Read: Important Considerations. “Whenever faculty get together to talk about student writing or critical thinking, they inevitably turn also to problems of student reading.” (Bean, 1996, p. 133).  Think carefully about why and how you assign required readings. You can reduce your own and your students’ frustrations by thinking about these important ways to incorporate readings into your course. Click here to read the IDEA article.

Published Date: September 11, 2014