Teaching Strategy Resource Shelf

Assigning Course Grades

Published Date:November 29, 2015

Assigning Course Grades. Various grading practices are used by college and university faculty. Some examples are absolute standard, relative grading, percent grading, and grading on the curve. The Center for Innovation in Teaching & Learning provides an examination of the more widely used methods and discussion of the advantages, disadvantages and fallacies associated with each.

Published Date: November 29, 2015


The Last Day of Class - Make It Count

Published Date:November 29, 2015

The Last Day of Class. Make the last day count. Too often, the last day of a class can be taken up with housekeeping-information on the final, last minute details, and course evaluations. But as Richard Lyons, author of several books on college teaching says, "the final class is a key student retention milepost." Here are some activities from Berkeley’s teaching center.

Published Date: November 29, 2015


Learning to Analyze and Critically Evaluate Ideas, Arguments, and Points of View

Published Date:November 9, 2015

Learning to Analyze and Critically Evaluate Ideas, Arguments, and Points of View. The critical evaluation of ideas, arguments, and points of view is important for the development of students as autonomous thinkers. It is only through this critical evaluation that students can distinguish among competing claims for truth and determine which arguments and points of view they can trust and those of which they should be skeptical. This article describe ways for students to develop disciplinary critical thinking.

Published Date: November 9, 2015


Thinking Creatively and Critically

Published Date:November 9, 2015

Thinking Creatively and Critically. Two popular targets on the list of Things These Students Can't Do are creative thinking (coming up with innovative ideas) and critical thinking (making judgments or choices and backing them up with evidence and logic). When our colleagues complain to us that their students can't do them, after we make appropriate sympathetic noises we ask, "Where were they supposed to learn to do it?" The answers may vary, but one we rarely hear is "In my class."  Here are some strategies from Rebecca Brent and Richard Felder.

Published Date: November 9, 2015


Note-Taking Pairs.

Published Date:October 25, 2015

Note-Taking Pairs. In Note-Taking Pairs, student partners work together to improve their individual notes.  Working with a peer provides students with an opportunity to revisit and crosscheck notes with another source. Partners help each other acquire missing information and correct inaccuracies so that their combined effort is superior to their individual notes.

Published Date: October 25, 2015


Save the Last Word for Me: Encouraging Students to Engage with Complex Reading and Each Other

Published Date:October 25, 2015

Save the Last Word for Me: Encouraging Students to Engage with Complex Reading and Each Other. Online discussions are often implemented in college classes to allow students to express their understanding and perceptions about the assigned readings. This can be challenging when the reading is particularly complex, as students are typically reluctant to share their interpretations because they are not confident in their understanding. This can inhibit meaningful interactions with peers within an online discussion. Through a review of research, we found that more structured discussions tend to exhibit higher levels of shared cognition (deNoyelles, Zydney, & Chen, 2014).  Here is the article describing the strategies.

Published Date: October 25, 2015