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Tag Archives | innovation in teaching

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The Think-Pair-Scare

As educators, we are encouraged to structure group break-outs and discussions into our lessons and lectures.  From a pedagogical standpoint, group discussions and projects assist students in deepening understanding of the topic at hand while fostering teamwork, a valued skill that proves beneficial throughout innumerable facets of life.  So why, when I am asked to […]

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Testing as a Tool for Student Success

Most people will likely tell you they dislike taking tests. I know that I still occasionally have nightmares where I am back in college and have to take a final exam for a class in which I never enrolled. However, recent research tells us that retrieval practice, frequent and short tests over a period of time, […]

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Stereotype Threat Interventions

In my last post on learning-to-learn, I mentioned that research from the social sciences offers powerful insights about learning that are useful for both students and educators. One area of research that I think is particularly relevant to DePaul’s ongoing conversation about student perseverance is stereotype threat. The term stereotype threat was first used in […]

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How to Encourage a Growth Mindset

A few weeks ago, I listened to a podcast titled How to Become Batman that discussed the expectations people place on each other and highlighted the story of Daniel Kish. Daniel is blind and he sees through echolocation. He rides a bike, is an avid hiker, and he travels internationally by himself. He attributes this […]

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Abolish the Bell Curve

At last week’s Fall Forum on Teaching and Learning, faculty, staff, and students gathered to identify strategies for helping students—particularly DePaul’s large population of first-generation and low-income students—persevere and succeed in college. Jacky Villagomez, a student in Business at DePaul and a speaker on the afternoon panel, suggested that all professors, not just ones teaching […]

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Helping Students Persevere

I firmly believe everyone should have to opportunity to receive a college degree. In fact, this belief is one of the reasons I was drawn to working at DePaul. DePaul’s mission statement  includes the following: “Originally founded for students from the greater Chicago area, and still serving them predominantly, DePaul continues its commitment to the […]

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The What, Why, and How of Metacognitive Teaching

The recent publication of two books on metacognitive teaching suggests that metacognitive pedagogies are going mainstream in higher eduction. College teaching specialist Linda Nilson’s (2013) Creating Self-Regulated Learners provides general strategies for easy classroom implementation while the collection Using Reflection and Metacognition to Improve Student Learning (2013) explores metacognitive teaching in a range of disciplines. […]

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