May 04 2017
Thirsty for a Strong Instructional Practice? As faculty, we know about the progression of curriculum in our disciplines, both at the class level (e.g. what we cover in a semester) and at the program level (e.g. the classes a student needs to take, and the order in which they should be taken). Furthermore, we all …
Permanent link to this article: https://sites.msudenver.edu/sips/sip-5-15-high-impact-teaching-practices/
Mar 30 2017
Thirsty for a Strong Instructional Practice? Coming up with creative and pedagogically sound methods of grouping students for collaborative learning projects can become tiresome by the end of the semester. And when left up to students, we find groups that are comprised of the same classmates time and again. So, how can we create pedagogically-sound, …
Permanent link to this article: https://sites.msudenver.edu/sips/sip-5-10-easy-nfl-grouping/
Feb 23 2017
Thirsty for a Strong Instructional Practice? It is all too easy to take a look at your syllabus, see what you “have to cover,” couch that in your vast knowledge from many years of graduate school, and have a little panic attack about how much you have to do in so little time. When this …
Permanent link to this article: https://sites.msudenver.edu/sips/sip-5-6-previewing-and-summarizing-a-lesson/
Nov 03 2016
Thirsty for a Strong Instructional Practice? For years now, faculty development circles have been tossing around the phrases “student-centered” and “learner-centered.” We are all pretty clear on the fact that the “sage on the stage” has given way to the “guide on the side,” but how do we “faculty guides” center our practice appropriately? Aren’t …
Permanent link to this article: https://sites.msudenver.edu/sips/sip-4-11-student-centered-vs-learner-centered-teaching/
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/
Apr 07 2016
Thirsty for a Strong Instructional Practice? Supplementary instructional materials such as websites or YouTube videos can enhance student engagement and enrich course material, but are also difficult to integrate into a course without overburdening students or taking up too much time in class. Assigning these materials together as a whole group might actually diminish interaction …
Permanent link to this article: https://sites.msudenver.edu/sips/sip-3-11-centers-in-university-classrooms/
Feb 05 2016
Thirsty for Strong Instructional Practice? Have you ever planned a class discussion only to find just a few students participating? Small, structured group discussions often work much better than whole class discussions. But, how can you provide this structure in a way that gets every student actively involved? Take a SIP of this: Gallery Walks …
Permanent link to this article: https://sites.msudenver.edu/sips/sip-3-3-gallery-walks/
Jan 28 2016
Thirsty for Strong Instructional Practice? Do you notice the energy and motivation your students bring to class discussions and activities wane when it’s time for them to write an assignment? Do you get bored reading the same thing from student to student and even semester to semester? Using an assignment menu can reinvigorate both you …
Permanent link to this article: https://sites.msudenver.edu/sips/sip-3-2-assignment-menus/
Jan 21 2016
Thirsty for Strong Instructional Practice? Traditionally syllabi have been brief outlines that listed the scope and sequence of course topics, readings and assignments. Today however, the syllabus has become a quasi-legal contract between a course instructor and the students exacting in grueling detail the rules, regulations, and expectations for class – from policies on laptop …
Permanent link to this article: https://sites.msudenver.edu/sips/sip-3-1-graphic-syllabus/