What are worked examples? Worked examples are step-by-step illustrations of the process required to complete a task or solve a problem. In a worked example, students are provided with the […]
Why is it important? A fundamental goal of education is to promote enduring learning that equips students with the skills, knowledge, and beliefs that can be applied to solve problems […]
Academic Integrity | Student Privacy | Equity & Accessibility In this third part of our series on the use of generative AI. Here, we outline a few issues to consider […]
How Can We Use Generative AI to Support and Enhance Student Learning? As described in our previous post, the unavoidable entanglement with generative AI tools represents a unique and optimistic […]
The recent launch of generative artificial intelligence models, like ChatGPT, are eliciting an energetic variety of responses from instructors everywhere, ranging from consternation to cautious optimism.
In January 2022, the Teaching & Learning Lab launched a new interdisciplinary community in which 12 MIT faculty and instructors came together to engage in anti-racist work within the context […]
Collecting formative mid-semester feedback is an extremely effective way to gain targeted and specific information from students about what aspects of the subject support their learning.
This page provides pedagogical tools and resources for addressing charged, difficult, and/or stressful issues while remaining sensitive to the range of opinions, emotional reactions, and potential for student harm.
This post highlights concrete ways that Arathi Mehrotra, Peter Dourmashkin, and Canan Dağdeviren have created learning environments where all students feel welcomed, supported, and valued as they learn, as shared in a panel on Inclusive Instructional Practices at the Festival of Learning 2022.
Learning students’ preferred names, pronouns, and pronouncing names correctly affirms student identities and builds community in the classroom. A person’s name may be tied to their identity and carry cultural or family significance. The cumulative experience of having names mispronounced is linked to increased feelings of anxiety, shame, and being “othered” or not belonging in the classroom (Kohli & Solorzano, 2012). Moreover, learning and using a student’s pronouns is a first step towards respecting their gender identity and resisting the assumption that all students are cisgender.