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
Bernhard Nickel, Professor of Philosophy, engages students in his introductory College courses about the “hidden curriculum”—defined here as the social and disciplinary norms often invisible to both students and the teaching staff, including expectations about class preparation, in-session focus, respectful discussion behavior, and the role of feedback.
The benefits: Addressing the hidden curriculum explicitly in class surfaces and dispels student assumptions about conduct (for example, concerns that discussing a paper with the instructor during office hours is cheating) that often cause poor academic performance but cannot be solved with narrowly academic feedback. Read more about The hidden curriculum: Engaging students on another level
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
Professor Chris Winship of the sociology department describes how reciprocity can also work against learning when instructors and students agree to mutual low expectation, defined as the “faculty-student low-low contract.”
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