Teaching Strategy Resource Shelf

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


Ten Rules of Good (and Bad) Studying

Published Date:September 10, 2014

Ten Rules of Good (and Bad) Studying.  Students may not be aware that they are using some unhelpful strategies when they are studying. Think about sharing with your students strategies such as explanatory questioning and simple analogies to help them more deeply encode what they are learning. Click here for a list of helpful studying strategies.

Published Date: September 10, 2014


101 Things to Do in the First Three Weeks of Class

Published Date:August 28, 2014

101 Things to Do in the First Three Weeks of Class. Want a successful start to the semester? How about setting expectations, learning students’ prior knowledge, motivating and engaging your students? Here are several strategies to implement right away. 

Published Date: August 28, 2014


The Three Most Time-Efficient Teaching Practices

Published Date:August 28, 2014

The Three Most Time-Efficient Teaching Practices As we start our semester, it is important to look at how effective and efficient we can be with our time.  Here are three suggestions from Linda Hodges (U. of Maryland, Baltimore Co.) on how to be more productive in our class preparation, while also promoting better student learning.  

Published Date: August 28, 2014


A Learning Secret: Don’t Take Notes with a Laptop

Published Date:June 12, 2014

A Learning Secret: Don’t Take Notes with a Laptop. This latest research by Mueller & Oppenheimer, reported in Scientific American, states that students who used longhand to take notes remembered more and had a deeper understanding of the materials.  Reasons for better understanding and learning were because students were engaged in listening, digesting, and summarizing as they took notes.  See the article here.

Published Date: June 12, 2014


What Faculty Can Do to Support Student Notetaking Skills

Published Date:June 12, 2014

What Faculty Can Do to Support Student Notetaking Skills. It is problematic when students take incomplete and/or inadequate notes, especially when the content is on essential, often complex material.  There are a number of strategies that the instructor can do during the lecture to enhance students’ notetaking.  Here are some of them from the U. of Michigan Center for Research on Learning and Teaching.  

Published Date: June 12, 2014