Participants who studied a text passage in preparation to teach it to another student engaged in more effective learning strategies, and exhibited better recall, than participants who studied solely for an individual test, suggesting that instilling an expectation to teach can be a simple and...
Stanford’s Sam Wineburg observed scholars reading historical texts in his presence and argues that the cognitive processes by which a scholar or expert makes sense of material are powerful, underutilized teaching tools. Rather than exclusively sharing polished papers and lectures, instructors...
Students poorly predict instructor expectations, according to an analysis of student and instructor survey responses about in-class behaviors such as arriving late, talking to other students, not taking notes, and monopolizing class time. The authors underscore the importance of clearly defining...
Research in K-12 education shows that engaging students in developing classroom norms enhances the student and instructor relationship, increases the chance that students adhere to agreed-upon norms, and altogether creates a learning environment more conducive to learning outcomes.
This article on “social pedagogies” shows how engaging students with “authentic audiences” is crucial for understanding key (and often difficult) concepts in a course.
Check out McMillan and Moore’s (2020) article on “how making mistakes and learning errors are essential to achievement, as well as the development of positive dispositions such as persistence, resilience, and risk-taking”