Why Students Think Good Professors Are Bad Teachers скачать в хорошем качестве

Why Students Think Good Professors Are Bad Teachers

Why does strong teaching sometimes produce weak learning? Join the group: https://lp.constantcontactpages.com/s... In the previous video in the Academic Soil series, we explored Stones in the Soil—students’ faulty epistemological views about learning. Those views sit beneath the surface, quietly shaping how students interpret knowledge and what they believe learning requires. But stones stay buried. In this video, we expose a more visible threat to teaching and learning: Weeds in the Soil. Weeds represent students’ pedagogical beliefs about what teaching should look like—beliefs that grow directly from their underlying views about learning. And when those beliefs take root, they can choke out even strong instruction. Meet Bryce. After a few weeks in a college course built around interpretation, application, and evaluation, Bryce reached a simple conclusion: “My professor sucks.” But the teaching wasn’t the problem. Bryce had spent years developing a mental template for teaching: professors present the material, reinforce the key points, and test students on what was covered. When a professor instead designed learning around cognitive work—abstraction, interpretation, and application—Bryce interpreted the difference as poor teaching. His belief system about teaching couldn’t recognize the intellectual shift. This is how weeds grow in academic soil. When students say things like “the professor didn’t teach this” or “the test wasn’t what we studied,” they may not be describing bad instruction. They may be revealing a clash between their expectations about teaching and the kind of thinking college actually requires. And when weeds dominate the soil, even the best instructional nutrients struggle to reach the roots of learning. In academic soil: • Stones beneath the soil distort how students understand learning (epistemology) • Weeds above the soil distort how they interpret teaching (pedagogy) Together, these conditions can prevent even strong instruction from taking root. Because sometimes the problem isn’t the seed. It’s the soil. Join here: https://lp.constantcontactpages.com/s... Keywords: higher education, student success, metacognition, college learning, faculty development, learning centers, teaching effectiveness, academic success, cognitive complexity, college instruction #HigherEducation #StudentSuccess #Metacognition #TeachingAndLearning #FacultyDevelopment #LearningCenters #AcademicSuccess #CollegeTeaching