Learning outcomes and objectives are the fundamental elements of most well-designed courses. Well-conceived outcomes and objectives serve as guideposts to help instructors work through the design of a ...

One of the most robust backward design models developed for higher education is L. Dee Fink’s integrated course design. Fink outlines a streamlined process for designing academic courses, divided into ...

There are two approaches for supporting students that are based on whether they promote equality, or equity. Equality: Providing equal support to all students. For example, this support could include ...

Helping students progress towards their educational goals involves communicating how far they have come and how far they have yet to go. This is the role of assessment. Designing meaningful assessment ...

Self-assessments encourage students to reflect on their skills, knowledge, learning goals, and progress in a course. These practices can range from quick, low-stakes check-ins on lecture content to in ...

One theory contrasts implicit and explicit motivation. When we are implicitly motivated, we learn because we find the subject fascinating, because we want to achieve mastery of the subject or because ...

Daniel D. Pratt presents five perspectives on teaching gathered from several years of research across five different countries. These perspectives are presented in both theoretical and practical forms ...

“Differentiated instruction"—both the term and the idea—can carry a lot of baggage in teaching circles. This blog has carried many posts, including a video series my colleague Katie Hull and I ...

The education industry is at a crossroads, grappling with outdated systems and the rapid advancement of technology. Teachers are overwhelmed, students are underprepared for the modern workforce, and ...

Teaching younger children through 'guided' play supports key aspects of their learning and development at least as well - and sometimes better - than the traditional direct instruction they usually ...