Inspirational materials

Making Retrieval Practice Actually Work

Retrieval practice is a learning strategy in which students actively recall information from memory rather than simply reviewing material. Research shows that retrieving knowledge strengthens long-term memory and improves retention more effectively than passive study methods. In the text “Making Retrieval Practice Actually Work,” Carl Hendrick explains how this approach can be used effectively so that it genuinely supports learning rather than becoming a routine form of testing.

QuestionWell

QuestionWell is an AI-powered platform that helps teachers quickly generate quizzes, questions, and other learning activities from a video, text, or web page.

UDL On Campus

The UDL On Campus website provides an online collection of resources for higher-education teachers, instructional designers, and administrators who want to apply the principles of Universal Design for Learning in university teaching. It offers practical materials, examples, and guidance on areas such as course design, teaching strategies, assessment, use of media, and institutional policies. The aim is to support the design of teaching that responds to student diversity and improves student learning and success.

Sarah Leupen: Using Metacognitive and Reflective Practices in Our Teaching

Research in cognitive science currently demonstrates the importance and significance of metacognition and its role in formal learning. In the video, Sarah Leupen introduces several practical approaches that can be applied across different disciplines. These techniques can subsequently be implemented in one’s own teaching practice or classroom context.

Teaching Observation at Charles University – Guidelines

These guidelines provide a comprehensive overview of teaching observation practices at the university level, exploring their role in faculty development, teaching improvement, and overall teaching quality. They are designed for university teachers, TLCs employees and academic decision-makers, emphasizing that the implementation of teaching observation requires strategic alignment with institutional priorities and policies, as well as a strong commitment at the organizational level.

Sarah Leupen: But What about Covering My Content?

Many of the most effective teaching practices involve spending some, or even most, of our time together in class having students answer questions, solve problems, and otherwise engage with our content. How can we spend time on these types of practices, yet also have enough time to “cover” all of the content that the students need to learn?

International Higher Education Teacher Award

Teaching Excellence Database offers a rich collection of innovative and impactful teaching practices from higher education institutions across Europe. Each entry showcases an awarded or recognized practice in categories such as student-centred learning, innovative teaching and learning, innovative student’s learning assessment, impact and mission with and for society.

Unlocking the Power of Inner Feedback

The website of professor David Nicol offers valuable insights into how feedback can be transformed into an active tool for learning. Nicol emphasizes the importance of student self-assessment and active engagement in the evaluation process as key to developing autonomy and deeper understanding. The site features research articles, practical tools, and inspiration for innovating teaching practices.

Inspiration Catalogue – University of Copenhagen

As inspiration for the integration of research and teaching in the planning of teaching and research activities, you can here find specific examples from teaching staff, describing how they integrate research and teaching at the University of Copenhagen. This is an inspiration catalogue in which researchers/lectures can share their experiences regarding projects, teaching or methods that can bring research into teaching activities and vice versa.