It often seems that the current generation of students is more distracted than ever, especially given the proliferation of technology at our fingertips. In the face of ever-present distractions, how can we cultivate students’ attention in order to foster deep learning? In this first meeting of the Research-Informed Teaching and Learning (RITL) Affinity Group, we will share research-based insights from James Lang’s new book Distracted: Why Students Can’t Focus and What You Can Do About It (2020) and collectively brainstorm applications to our own work as educators. (No need to read the book beforehand!) We will also make time to discuss future directions for this affinity group.
A panel of students from various Harvard Schools will share their experiences as learners. Through the lens of inclusivity and equity, what approaches have they seen work well? What advice do they have for when models or structures don't work so well? The panel will be co-moderated by Sherri Charleston, Chief Diversity and Inclusion Officer (ODIB), and Alta Mauro, Associate Dean of Students for Inclusion and Belonging (Harvard College). All Harvard students are welcome to join the conversation. All Harvard faculty and staff are welcome to attend, learn from our students, and ask questions.
The ninth annual HILT Conference will bring together a diverse, engaged, and engaging set of speakers and panelists to share their successes and challenges in building equitable learning opportunities, facilitating charged or difficult class discussions, and supporting students as they navigate rapidly shifting circumstances.
IM spotlights reflective instructors from across the university using high-leverage teaching strategies applicable to multiple settings and grounded in teaching and learning research. Moves are anchored in videos that combine class footage with reflections from instructors and students, and these videos are supplemented by relevant research on the move’s efficacy, tips for enacting this move in diverse settings, and related resources that facilitate deeper exploration.
A digital publication based at the Harvard Graduate School of Education produced for educators everywhere. Usable Knowledge was founded to connect research to practice. They make education research and well-vetted strategies accessible to a wide audience: teachers and principals, district leaders, policymakers, university faculty and higher ed professionals, nonprofit leaders, entrepreneurs, members of the media, and parents.
Awardees will create a program to transform raw rubric data into an easy-to-understand visualization that shows which part of an assignment students best performed on and which parts they need help with.
Awardees will test a series of blended learning modules designed to facilitate collaborative learning between professional and graduate students to highlight best practices in using blended learning to allow collaborative, co-education between professionals and graduate students.
Awardees project seeks to address this problem through an easy-to-understand and free website or software that educators could use to (a) consolidate their data, (b) analyze their data, and (c) move quickly from analysis to action-planning.
Course design resources from the Derek Bok Center for Teaching and Learning, including 1) Backward Design, 2) Functions of the Syllabus, 3) Formative ("low-stakes") vs. Summative ("high-stakes") Assessments, 4) Assignment Modalities, 5) Framing and Sequencing Assignments, and 6) Grading and Responding to Student Work.
Resources on in-class teaching from the Derek Bok Center for Teaching and Learning, including 1) Building Rapport, 2) Classroom Contracts, 3) Active Learning, 4) Instructional Strategies, and 5) Technology and Student Distraction.
Key concepts in learning sciences from the Derek Bok Center for Teaching and Learning, including 1) How Memory Works, 2) Comprehending and Communicating Knowledge, 3) Metacognition and Motivation, and 4) Promoting Engagement.
Karin Öberg, Thomas D. Cabot Associate Professor of Astronomy, taught departmental introductory course Stellar and Planetary Astronomy in 2016 by building on established material and modifying the curriculum using student feedback and her own observational assessment.
Alfred Guzzetti, Osgood Hooker Professor of Visual Arts, dedicates the final session of VES 52R: Introduction to Non-Fiction Videomaking—where students spend the term creating one nonfiction film on a subject of their choosing—to a class-wide postmortem discussion about all course elements.
Howell Jackson, James S. Reid Jr. Professor of Law, experiments with end-of-semester exams and writing assignments to create opportunities for meaningful, formative feedback through skills practice, reflection, and peer collaboration.
Logan McCarty, Director of Physical Sciences Education, and Louis Deslauriers, Director of Science Teaching and Learning, adopted an active pedagogy for a large introductory physics course and saw significant gains in student learning and attitudes.
Teachly was developed at the Harvard Kennedy School (HKS) to help faculty members teach more inclusively and effectively. The tool enables faculty to get to know their students and interact with them in a meaningful way through the robust data infrastructure.
Awardees will evaluate whether delivering a chalk talk in response to an open-ended experimental design question is an effective method to drive improvements in the general practice and articulation of experimental design, as measured through responses to subsequent written experimental design questions.