A photo of Professor Janet Rankin in front of her class

Mud Cards

How can I check on what my students are learning and where they might need help?

Prof. Janet Rankin of MIT explains how to use a simple, low-barrier technique to get student input on possible areas of confusion.

A picture of MIT students standing in two lines facing each other

Lightning Round

How can I engage more students in discussion in a large class?
Prof. Janet Rankin of MIT explains a technique to engage all students in discussion and discusses its benefits and limitations.

Professor Mark Andersland oversees group work

Using Groups to Individualize Learning

How can I individualize learning when I'm teaching a large class?
Prof. Mark Andersland of the University of Iowa explains how he redesigned his large lecture engineering course to include active learning, frequent checks during learning, and immediate feedback to increase student engagement and learning.

MIT Professor Steven Hall watches students working at a chalkboard

Immediate Feedback

How can I know what students are learning while they are learning so I can provide immediate feedback?
Prof. Steven Hall of MIT explains and demonstrates how to gain information about what his students are learning and give them feedback for immediate use.

Screenshot of Badgr interface

Using Badges in Online Course Design

How do you motivate students in an asynchronous online course?

Ben Bays, an instructor in the Department of Radio, Television, and Film talks about engaging students and motivating to go above and beyond standard course requirements through the use of online badging application. 

In Ben's case, he's using a application called Badgr. 

Badgr integrates seamlessly with Canvas and is easy to set up. There are both free and paid PRO versions. 

Resources IconLearn more about Badgr here.
Learn how to activate Badgr in your Canvas course here.

A student is on their phone using Squarecap for a poll during class

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.

A picture of UT students attending a lecture

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.

Photo of Dr. Stephanie Holmsten

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.

Photo of Dr. Sekou Bermiss

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.