The Harvard Business School’s Christensen Center for Teaching and Learning offers guidelines for questioning, listening, and responding for faculty leading class discussion.
A recent synthesis of 1200 meta-analyses estimates that about 50% of the variance in learning is a function of what the student brings to the classroom,...
Harvard Graduate School of Education’s Teaching and Learning Lab offers a number of case-studies on gathering and implementing student feedback, including during a course.
Researchers describe and analyze a model for developing student–staff partnerships to enhance teaching and learning, where students act as consultants providing timely and focused feedback to instructors on aspects of their practice, finding that face-to-face follow-up meetings produced the best...
Alfred Guzzetti, Osgood Hooker Professor of Visual Arts, dedicates the final session of VES 52R: Introduction to Non-Fiction Videomaking—where students spend the term creating one nonfiction film on a subject of their choosing—to a class-wide postmortem discussion about all course elements.
A study tested the use of case studies with and without follow-up discussion, finding that the discussion group’s social interaction and sharing of conflicting ideas were the source of changes in thinking.
One mixed-method, exploratory study identified seven factors that enhance individuals’ motivation to take the perspective of others, defined as social perspective taking (SPT), including the desire to relate to others and to understand what others think of them.
The Derek Bok Center for Teaching and Learning shares ways to turn difficult encounters into learning opportunities for managing hot moments in the classroom as well as a quick-tip sheet.
Alfred Guzzetti, Osgood Hooker Professor of Visual Arts, dedicates the final session of