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”
This article on “social pedagogies” shows how engaging students with “authentic audiences” is crucial for understanding key (and often difficult) concepts in a course.
See how Professor Robert Keegan cultivates a classroom community of risk-taking via Harvard Graduate School of Education’s Instructional Moves website.
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.
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...
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...
HBS’s Christensen Center for Teaching & Learning highlights brief instructor video tips on managing student participation and creating a learning environment that is fair, safe, and challenging.
Tools such as peer review discussions in Canvas, Harvard’s learning management system, help instructors get to know students and cultivate accountability.