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Quick Teaching Tip: Feedback (3:29)
Low-key advice on moving away from the typical “feedback sandwich” (compliment, criticism, compliment) towards “reinforcing” and “correcting” behaviors through “ask, tell, ask” technique.

Characteristics of Good Student Feedback (4:38)
Offers strategies for offering students “specific, actionable, timely, and respectful” feedback that improves learning.

The Power of Feedback (3:26)
Video outlines an article by John Hattie and Helen Timperley on levels and types of effective feedback.

Bill Gates: Teachers Need Real Feedback (10:21)
A TED talk by Bill Gates on how to create feedback for teachers that helps them improve. He argues for feedback grounded in self-video observations and student surveys of teachers that capture complexity of life in the classroom.

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Curriculum Design Part 1: The High-Level Planning (9:17)
Part 1 of 4 episodes on Curriculum Design in Doug Neill’s “Verbal to Visual” series.
Part 1 explores the questions that must be considered prior to detailed curriculum planning: Who’s your audience? What is the transformation sought? What is the mode of this curriculum? Using his own thinking about the “Verbal to Visual” series, Neill models how answers to these questions shape curriculum design.

Curriculum Design Part 2: The Clothesline Method (6:58)
Part 2 of 4 episodes on Curriculum Design in Doug Neill’s “Verbal to Visual” series.
Part 2 shows how Steven Pressman’s “Clothesline Method” can be used to sequence and plan learning activities to effect transformation and support curriculum goals. Neal emphasizes the creative potential and inherent flexibility of this method.

Curriculum Design Part 3: Producing the Material (9:07)
Part 3 of 4 episodes on Curriculum Design in Doug Neal’s “Verbal to Visual” series.
Part 3 details a visual note-taking technique for creating course materials based on “empathy maps” of students and their learning needs.

Curriculum Design Part 4: Iterate Over Time (8:36)
Part 4 of 4 episodes on Curriculum Design in Doug Neal’s “Verbal to Visual” series.
Part 4 reflects on how to make effective adjustments and improvements to curriculums over time.

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Problem-Based learning at Maastricht University (4:38)
Although a promotional spot for prospective students, this video nicely details goals, roles, stages, and terms common in “problem-based learning.”

Project Based Learning: Explained (3:49)
Through examples, the video promotes this method’s educational value and capacity to develop critical thinking, cooperation, and communication.

Problem-Based Learning at SIU PA Program (11:25)
Goals, roles, and stages (including self-assessment) of problem-based learning demonstrated through a case study approach to physician assistant training. Video emphasizes the active learning dimension of problem-based learning.

NOTE: Use the playlist button located in the top left of the video window above to switch between episodes.

What is Critical Thinking? (10:42)
With amusing references to pop culture, a philosopher distills the key attributes of critical thinking, offers his own best definition, and expounds why critical thinking should be taught. (10:42)

5 Tips to Improve Your Critical Thinking? (4:30)
This TED.Ed video describes a 5-Step Process for using critical thinking to improve decision-making: Formulate Your Question, Gather Your Information, Apply the Information, Consider the Implications, Explore Other Points of View.

Best Practices in Online Teaching Online Teaching: Best Practices (8:52)
This video summarizes 10 Best Practices for online teaching. What distinguishes the presenter’s approach is that she provides multiple ways to employ each individual practice.

How to Design Your Online Course (5:43)
Detailed discussion of how to apply 3 key principles of backward design to online teaching: Identify desired results, determine acceptable evidence (assessment), plan learning experiences and facilitation.

Online Classes: Tips for Success (10:48)
Engaging summary of what students like about online courses, why distraction challenges student learning online, factors that detract or contribute to online learning, and some ways to increase odds of success. Recommended for prospective online students as well as teachers.

Evaluating Discussion Boards (6:39)
Three professors describe the rubrics they use for grading contributions to discussion boards.

Using Blogs in Online Classes as a Learning Tool (10:52)
Why and how to use collaborative and “individual writing network” blogs as an alternative to discussion boards. The presenter suggests guidelines for integrating blogs into online teaching and enumerates the benefits she’s observed.

Creating an Interactive and Personal Course (8:22)
What student posts in discussion boards tell teachers and how to use this knowledge in “announcement links” to interact with the class. Other purposes of general comments from the instructor through these links are outlined as well. Presenter discusses the advantage of blogs over discussion boards for personal interaction with individual students.

VoiceThread in Online Courses (15:39)
A thorough introduction to using VoiceThread: what it is, benefits of using it, challenges it presents, and how to overcome them.

How Students Cheat (8:13)
Situates student behavior along a “continuum of cheating” and explains forms of cheating less commonly classified as such in order that professors can take steps to minimize these behaviors.

Using Weekly Video in Your Online Course (7:06)
A professor’s musings on why weekly video posts to students enhance online teaching and learning.

Group Discussions in Online Classes (6:23)
Strategies for stimulating online small-group discussion of readings and presentations.