Real-time Checks for Learning Using Squarecap

How can you and your students know what they are learning in the moment rather than at the end of a semester?

Dr. K. Sata Sathasivan explains how he uses a classroom response system (Squarecap) to provide almost instant feedback on what students are learning.

Discussion for Deeper Thinking [Discussion Construction 1]

How can you design a classroom discussion that builds from simply knowing to analysis?

Dr. Penne Restad explains how to structure student discussion by designing multiple choice questions that require increasingly complex levels of knowing.

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Group Quizzes Using Scratch-Off Cards

How can you use scratch-off cards in Team-Based Learning?

Dr. Stephanie Holmsten explains how to use scratch-off cards to create opportunities for peer learning and self-evaluation.

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Purpose and Narrative

How can you make course content come to life in a lecture?

Dr. Sekou Bermiss gives a quick tip on making seemingly dry content come to life by leveraging the power of seemingly unrelated narratives.

Picture of a concept map

Large Class, Small Groups, Big Discussion: Concept Maps

How can you spark discussion in a large class?

Dr. Meme Drumwright explains how she uses concept maps to create opportunities for student discussion in her large class.

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Passionate Teaching

How can you make a lecture come alive?

Dr. Kevin Cokely explains how he motivates students through passionate teaching and gives an example of how he cultivates passion to motivate student learning.

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Initiating Discussions [Discussion Construction 2]

How can you open discussion in the classroom and maximize student participation?

Katie Dawson shows how to use a low-tech response method called “Vote from your seat” to initiate discussion that draws in students.

Real-Time Checks for Learning Using Clickable Images

How can you and your students know what they are learning in the moment rather than at the end of a semester?

Dr. Jorge Taboada explains how he uses a classroom response system (Poll Everywhere) to check what students are learning and spark discussion.

Picture of a graphic syllabus

Syllabus Design

How can you design a syllabus that is a “better mousetrap,” a syllabus that is visual, verbal, and used by students?

Dr. Jen Moon gives pointers for developing a graphic syllabus that serves as an inviting map for your course.

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Interactive Lectures

How can I structure my lectures to involve students more actively?

Dr. Calvin Lin why interactive lecture is an effective strategy and explains ways to reduce student fear of talking in class and increase discussion.