Oct 27 2016
Thirsty for a Strong Instructional Practice? Lecturing is typically the most efficient but not always the most effective means of ensuring student learning. While listening to a lecture students are passive learners and student engagement with the material is typically low. In addition, researchers have found more attention lapses by students in a lecture setting …
Permanent link to this article: https://sites.msudenver.edu/sips/sip-4-10-cooperative-learning-strategies-using-jigsaw/
Oct 17 2016
Thirsty for a Strong Instructional Practice? Why do we assign group work? How does it benefit students? How does it benefit professors? If not planned for appropriately, group work can create a lot more work than necessary for both students and professor. For students, the disadvantages of group work could mean having to coordinate schedules; …
Permanent link to this article: https://sites.msudenver.edu/sips/sip-4-9-making-group-work-work-ensuring-accountability/
Oct 13 2016
Thirsty for a Strong Instructional Practice? Have you ever seen students worrying about your class before you even start teaching? Perhaps complaining about the difficulty of the content before they even know what is expected? Have you heard students being defeatist about their own ability level, or believing that that they already know all there …
Permanent link to this article: https://sites.msudenver.edu/sips/sip-4-8-challenging-students-mental-models-dealing-with-expectancy-effect/
Oct 06 2016
Thirsty for a Strong Instructional Practice? As most faculty have experienced, many MSU Denver students arrive at class over the span of 15-20 minutes–some early, others late. This is particularly true in bad weather, and for what can be called “rush hour classes” (those that start at 8:00 am and 5:00 pm in particular). This …
Permanent link to this article: https://sites.msudenver.edu/sips/sip-4-7-making-the-most-of-class-arrival-time/