The Harvard Initiative for Learning and Teaching (HILT) supported a project exploring foreign language study in partnership with the visual and dramatic arts.
A meta-analysis of 21 studies concluded that using assessment rubrics for formative learning can be effective for improving performance and self-regulation by increasing transparency, reducing anxiety, and encouraging reflection.
An experiment found that students wring their own multiple-choice or short-essay exam questions increased their engagement with the content, decreased stress, and nearly eliminated cheating.
William G. Perry Jr., the first director of the Harvard University Bureau of Study Counsel, wrote about how student differences impact the ways in which they make sense in the classroom.
Leadership Can Be Taught offers an inside look into Heifetz’s classroom and his experiential pedagogical methods. He is also currently working with HarvardX to develop an online leadership course.
Members of the Harvard Kennedy School’s Strengthening Learning and Teaching Excellence (SLATE) Initiative share best practices in teaching team management based on their work on a...