Access and Inclusion
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Compilation of two blogs from hastac.org focused on basic engaged pedagogy methods and looking at how to teach difficult text using activist pedagogy.
Examine the ways exams motivate (or demotivate) students and how to attempt to improve upon this process.
Consider writing in what may be a new domain for you, the scholarship of teaching and learning.
Innovate teaching and learning using different types of technology in your classroom.
What's the solution to your problem solving problems? Asking brief questions!
Strategies for managing difficult moments/topics in class and how we can use the time as an opportunity to advance student learning.
Learn about a simple strategy called “Start-Stop-Continue” that only takes about 15 minutes of class time.
Design and develop courses using UDL to ensure that students with a wide range of abilities can access and succeed in the general curriculum.
Promote opportunities to increase access and reduce barriers to learning to enhance student success for all with diverse learning and/or life needs.
Integrate blogging into your course as an innovative way to engage students and deliver an active learning experience.
Tips for helping students learn to communicate clearly, concisely and confidently.
Learn tips for analyzing feedback and how to handle opposites and outliers.
Getting students to think metacognitively about the testing effect might have even more impact in how they study.
New terminology can be overwhelming for students who are exposed to a new field of study.
Engage students with new approaches to the assignment by using digital technology.
“The essence of free speech is that we allow people with whom we disagree to speak.”
A course syllabus is more than a simple document that students refer to once or twice at the beginning of each course.
Take ACTION with a communication framework when a student makes a challenging comment by using certain practices to maintain a positive class environment.
Even as we try to develop our students’ power as critical thinkers, we must also keep in mind that memory is the foundation of learning.
Forge a stronger connection among writing, revision, and thinking practices so that students see these as continuous across parts of a class.
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