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- Recognize that your learners process information at different speeds and in different ways. Some like hearing "the big picture" at the start of a lecture -- others prefer that you start with details and build up to the "big picture" at the end of the lecture. To accommodate both styles of learners, start your lectures with both the "big picture" and a small piece of the puzzle, like a story, an anecdote, or an example.
- Use multiple learning activities to accommodate studentsí different learning preferences. (E.g. videos, small group work, discussions, labs, recitation sections, having students go to the board and work problems, case studies, think-pair-share, etc.)
- If possible, give all of your students adequate time to finish your exams.