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How Wrong Should You Be? - Scientific American Blog Network
The implications of the 85 percent rule in the classroom are straightforward. If you’re a teacher, your tests should be difficult enough that the average score is 85 percent. If you’re a student, the optimal level of challenge is about a B or a B+ average. An A might look nice on your transcript, but you could have stood to learn more from a class that was harder. Outside the classroom, the implications of the 85 percent rule are similar. If you are learning a new language, say on Duolingo, then you should be getting about 15 percent of the answers wrong. Otherwise, you’re not being challenged at the right level to consistently improve in picking up your new language.
learning  language  teaching  pedagogy 
yesterday by craniac
Desmos | Beautiful, Free Math
"Our mission is to help every student learn math and love learning math. We accomplish that goal by building products and partnerships. First, we built our best-in-class HTML5 Desmos graphing calculator, which millions of students around the world use for free, including students who are blind or visually-impaired. Our partners have also embedded the calculator in digital curricula and on digital assessments so students spend less time worrying about technology and more time thinking about math. More recently, we've built hundreds of digital activities, covering grades 6-12 and expanding quickly to other areas of math. Those activities take advantage of everything that makes computers special. They invite students to create their own mathematical ideas, rather than just consuming ours. They encourage students to share their creations with each other, rather than with a grading algorithm. We distribute those activities for free on our website and through partnerships with curriculum publishers."
mathematics  education  pedagogy  online  tool 
3 days ago by tsuomela
How to save yourself from overpreparing for your classes (opinion)
Many have unwittingly fallen into what Armando Bengochea terms “the teaching trap.” Bengochea notes that such overprepping is a real problem for faculty members who suffer from impostor syndrome or use course preparation as a procrastination strategy because it sounds legitimate. They often engage in extensive lecture preparation, working to fill all available class time as a protection mechanism. The result is they have to do a time-consuming deep dive into content each week to develop lengthy lecture slides or handouts. Perhaps not surprisingly, a disproportionate number of faculty of color, non-native speakers, women and other marginalized populations prepare too much for the classes they teach....

Pattern teaching is a solution I regularly offer to faculty members who seek parameters on preparing for courses efficiently and effectively. The premise is simple and not revolutionary: develop a regular pattern or structure to the class. Often instructors create such a pattern (the first 15 minutes are used to review homework, group work is always done on Wednesdays and so on) for their students’ benefit. But pattern teaching can also influence how content is delivered, making it a useful strategy for streamline course preparation.

I advised my colleague to consider developing interchangeable segments for delivering content in each 50-minute class session. Some options might include:

Image/headline on the screen as students walk in to start discussion or theme for day (five minutes)
Review of what was learned in previous class (five minutes)
Questions that set up the day’s material (five minutes)
Mini-lecture (10-minute PowerPoint hitting the key points for the day)
Partner or group work activity (10 to 20 minutes)
Brief YouTube video illustrating a concept (five to eight minutes)
Freewriting session in journals about a question of the day (five to eight minutes)
Class business -- introduction to a new assignment, review for a test, answering questions (10 to 15 minutes)
Homework review (five to 10 minutes)
Student presentation or guest speaker (five to 20 minutes)

The idea then is to use such segments like Legos and “build” a class. For example, Mondays might always start with freewriting for five minutes, then a mini-lecture for 10 minutes, followed by a partner activity for 20 minutes. Next up is a video illustrating a concept for the week (eight minutes), followed by introduction to the assignment for the week (eight minutes).

Looking at this example of a 50-minute class, the instructor has to develop a freewriting question (which could be one of the overarching questions for the course or be pulled from a textbook), make a few slides for a short mini-lecture, develop a partner activity (which could be prebuilt, like think-pair-share) and find a video (with the caveat that any video must be found within 20 minutes to avoid a YouTube rabbit hole). Once those tasks are done, the instructor can move on to something else. Course prep is complete and can be repeated weekly if each class has a pattern.
academic  teaching  pedagogy  time_management 
3 days ago by shannon_mattern
: Students learn by taking on roles, informed by classic texts, in e…
pedagogy  activelearning  RTTP  from twitter_favs
3 days ago by gamerlearner
Backward Design | Derek Bok Center, Harvard University
Grant Wiggins on assignment design learning objectives Blooms
pedagogy  syllabi 
6 days ago by tonahangen
Digital Art History Teaching Resources
Art History Teaching Resources (AHTR) is a web-based platform that connects a diverse field of educators in art history, visual culture, and related fields. Begun in 2013 as a peer-populated resource to improve art historical instruction and raise the profile of teaching in the discipline,  AHTR provides an evolving repository of adaptable lesson plans; a weekly blog of shared assignments, teaching ideas, and reflective essays; and publication of Art History Pedagogy and Practice, the only peer-reviewed journal devoted to scholarship of teaching and learning in art history.
art_history  dh  resource  pedagogy 
9 days ago by asandersgarcia

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