Equalizing Practice and Assessment (Part 2): What You Value Should Be What You Assess

Have you told your students how much you value honest attempts at solutions to a problem? Even incorrect solutions? Then you have to assess this way. You can't tell students that you value their incorrect attempts at solutions when you take off points when they get an answer wrong. Worse, you can't say you value … Continue reading Equalizing Practice and Assessment (Part 2): What You Value Should Be What You Assess

Getting Better: I can improve anything for students, but I can’t improve that

I can get better at almost everything. You can get better at your practice, regardless of your teaching style. I know I often come across as dogmatic with regards to Problem-Based Learning (see Fig. 1), but really, it's all about steady improvement, irregardless of your teaching style. My personal preference is inquiry and complex task oriented groupwork 100% … Continue reading Getting Better: I can improve anything for students, but I can’t improve that