Author: Elizabeth

Uses of the Frayer Model

The Frayer Model is useful for any child that benefits from a visual when learning new content. While any student can utilize this model, graphic organizers help support students like English Language Learners who may benefit from explicit examples and images to help them learn new English words. In addition, students with a limited vocabulary, lower reading skills, or special needs can also benefit from the visuals provided by the Frayer Model. Students can learn content-specific terminology to help them master lesson activities and complex vocabulary within your classroom.

The applications of the Frayer Model span content areas and are not only applicable to the English Language Arts classroom.

In math class, you can utilize Frayer Model not only for definitions “a triangle is…” but for equations like “the area of a triangle is….”

You can utilize the Frayer Model for important historical moments or

What is wrong with grades?

Instructors and students have different ideas about what grades are supposed to measure: Should they be about how much students have learned? How much work they have completed? How well they have mastered the subject? (Arguably, they measure none of these well.) Grades can perpetuate bias, inequalities, and injustice, reduce student motivation and willingness to challenge themselves, and add enormous administrative burdens. No wonder many students and faculty dislike grades!

However, grades are not going away as a tool for evaluation, sorting, and gatekeeping by institutions and employers, and as a measure of success by students. But there is literature on how to adapt the grading process to avoid the drawbacks above, and improve student motivation and engagement, as well as instructor satisfaction. They go by names such as curving, ungrading, contract grading, and specifications grading.

In 2022, I experimented with a combination of specifications

After teaching statistics classes for more than 25 years and seeing so many students struggling to be successful, I became increasingly frustrated by the fact that no matter how much I believed myself to be approachable, available, and willing to help students outside of class, very few took advantage of the opportunity. I began to wonder not only what barriers existed between me and my students but also how to investigate those barriers and seek solutions.

Students are often reluctant to seek academic help from their instructors, despite the fact that many of them could benefit from the help. Teachers are being encouraged to develop supportive relationships with students, and most are willing to do so. In the case of students seeking help, what we need is clear information about those teacher characteristics that motivate students to ask.

The probability of student help-seeking behavior is a function of several independent