“Comparing passive lectures with active learning using a randomized experimental approach and identical course materials, we find that students in the active classroom learn more, but they feel like they learn less.” Click here for the rest of the study!
Unfortunately, bullying is not limited to the playgrounds of an elementary school: it continues to be pervasive even in academia. Maria Shine Stewart reflects on how to recognize bullying, and also provides tips on how to address it when we encounter it ourselves or witness someone else being bullied. Click here to read the full article.
1. Establish and support a class climate that fosters belonging for all students.
2. Set explicit student expectations.
3. Select course content that recognizes diversity and acknowledges barriers to inclusion.
4. Design all course elements for accessibility.
5. Reflect on your beliefs about teaching to maximize self-awareness and commitment to inclusion.
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“The teacher isn’t teaching and I’m having to teach myself the material.” Ever heard that before? Dr. Talbert addresses how to respond to these kind of sentiments when trying to incorporate more active learning in the classroom.
From an American Mathematical Society blog on inclusion and exclusion: “One thing is clear: if mathematics is political (and also racial and gendered), then we must be on the side of justice, whatever that may look like.” To read more, click here.