Tyler Giannini and Susan Farbstein, Clinical Professors of Law, pull back the curtain on pedagogy for students in the seminar Advanced Skills Training in Strategic Human Rights Advocacy by making them part of a learning community and giving them ownership over the learning process. For example, each year students work to improve simulations in which they originally were participants, in an earlier prerequisite seminar attached to the International Human Rights Clinic.
A study suggests that external speakers can also help bridge the gap between higher education and industry for students by reinforcing the importance of developing key employability skills.
A synthesis of studies of problem- or project-based learning (PBL) concludes that such experiences are successful only if students are able to self-regulate their own learning. The authors make project design and instructional practice recommendations to optimize self-regulated learning,...
Canvas, Harvard’s learning management system, enables instructors to identify outcomes to track mastery in a course, and add outcome aligned rubrics to discussions...
Logan McCarty, Director of Physical Sciences Education, and Louis Deslauriers, Director of Science Teaching and Learning, adopted an active pedagogy for a large introductory physics course and saw significant gains in student learning and attitudes. Assessment played a role every step of the way.
A literature review summarizes research supporting the benefits of clearly articulated learning objectives, namely their role in helping students differentiate among types of knowledge and ensuring learners are practicing the intended skills.
José A. (Tony) Gómez-Ibáñez, Derek C. Bok Professor of Urban Planning and Public Policy, who holds appointments at the GSD and HKS,defines the learning objectives of his course prior to the start of the semester and references them to frame each individual class session: “I use the first five minutes to place each class in the course – ‘The last class we talked about X and today we want to see how those ideas might apply to Y.’”
Teaching and Learning Week is an annual event to reflect as a community on teaching and learning at the Ed School. It's also an opportunity for our community to work on our teaching practice together. We're spotlighting powerful and innovative practices at HGSE and...
A literature review suggests that taking a formative, frequent approach to learning assessment throughout the semester to check on student progress can improve student understanding of course and assignment expectations, as well as prompt deeper individual reflection.
Karen Brennan, Assistant Professor at the Harvard Graduate School of Education, designs her syllabus for T550: Designing for Learning by Creating to not only communicate the plan for the course, but to introduce students to the course culture.
In his 
Tyler Giannini and Susan Farbstein, Clinical Professors of Law, pull back the curtain on pedagogy for students in the seminar 
Logan McCarty, Director of Physical Sciences Education, and Louis Deslauriers, Director of Science Teaching and Learning, adopted an active pedagogy for a large introductory physics course and saw significant gains in student learning and attitudes. 
José A. (Tony) Gómez-Ibáñez, Derek C. Bok Professor of Urban Planning and Public Policy, who holds appointments at the GSD and HKS, defines the learning objectives of his course prior to the start of the semester and references them to frame each individual class session: “I use the first five minutes to place each class in the course – ‘The last class we talked about X and today we want to see how those ideas might apply to Y.’”
Karen Brennan, Assistant Professor at the Harvard Graduate School of Education, designs her