Gamification is when gaming mechanics are added into non-gaming environments (such as in an L.M.S. or an academic conference hub) to increase user participation. The use of games in the classroom may incentivize students to learn on their own and with more efficiency. Photo courtesy of Priscilla Du Preez on Unsplash. […]

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Formative Assessment

Formative assessments are typically low stakes assignments that grant instructors opportunities to gauge students’ knowledge about a topic while they are still in the process of learning about it and/or mastering key concepts. These assessments may include polls, entrance and exit tickets, rough drafts, self-assessments and more. Photo courtesy of Photo by Nguyen Dang Hoang […]

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Fixed Mindset

A term first coined by psychologist Carol Dweck, someone with a “fixed mindset” believes that their intelligence and abilities are fixed and cannot change (i.e. “I’m just bad at math. I’ll never get any better at it.”) Students with a fixed mindset may believe that talent alone creates success — without effort. A fixed mindset can […]

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Backwards Design

This process allows instructors to reverse engineer assignments/course curriculum by considering the learning outcomes for an assignment (or course) first and then planning accordingly around those objectives. In short, one builds a course by focusing on the skills and outcomes students will learn first and then creating formative assessments and assignments that will help student […]

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Asynchronous Instruction

In online settings, asynchronous instruction allows students to engage with course content and assignments on their own schedule from week to week, unlike the synchronous mode, in which students and instructors meet on a set schedule. In asynchronous classes, students may access class materials during different hours and from different locations rather than in one […]

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Active Learning

Active learning is an umbrella term for any instructional method that encourages student engagement in the learning process, typically via thinking, discussing, investigating, creating and through other methods and activities. The approach suggests that students actively engage in the meaning-making process rather than passively taking in information. […]

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