I’d taught with podcasts before, but those experiences hadn’t prepared me for my students’ absolute enthusiasm over The Norton Library Podcast, or for how they would be inspired to reinvent their own critical practices.
Category: In the Classroom
Using Pressure Bots in Asynchronous Online Classes
Synchronicity is the fastest, surest way to teach process because I can see things unfold in real time, with little to no filter. And yet, in my online courses, it’s a strategy that is mostly off-limits.
Using Generative AI to Promote Active Learning
For psychology professor Stephen Blessing AI use in the classroom seemed a given. Having worked with AI in education since the 90s, his goal remains the same: to ensure AI made students more active with their learning, not less. Read how you can use the latest tool in your educator toolbox.
Using AI as a Thinking Partner in PRINCIPLES OF MACROECONOMICS
Associate Teaching Professor of Economics Alpna Bhatia prefers to use AI unconventionally: to slow her students down. In our latest Norton Learning Blog post, Alpna guides you through best practices for making AI work for you and supplies two exercises from The Best of the Ultimate Guide to Teaching Economics.
How Personalizing Assessments Can Elevate Learning
When we design assignments that require a student’s unique lived experience, specific local context, and distinct cognitive process, we do more than just "AI-proof" our assessments—we create deeper, more meaningful learning experiences.
Your Syllabus in the Age of AI: A Practical Guide for Instructors
If you have spent time wondering how to write an AI policy for your syllabus, you are not alone. Generative AI has moved faster than most course design cycles, and many of us are being asked to make high-stakes decisions about tools that are rapidly changing and that our students are already actively using. In this fast-changing environment, the syllabus matters more than ever.
Demonstrating a Growth Mindset in a Prison Education Writing Course
Rhetoric and Composition professor Jule Thomas understands that the path to learning isn’t always easy, equitable, or traditional. She reflects on her experience teaching incarcerated students and reexamining her own biases. Read how you can adapt to unique teaching environments and find new ways to connect with your students.
AI as a Thinking Partner, Not a Crutch: Designing Assignments That Actually Make Students Struggle (in a Good Way)
A few months ago, I asked a room full of faculty a simple question: If AI can complete the assignment, what exactly are students learning by completing it? The room got quiet. Not because the answer was obvious, but because many of us are wrestling with the same tension.
Engaging my AP® Chemistry Students with an Atoms-Focused Approach
In her 38 years of teaching chemistry and AP® Chemistry, Laura Slocum knows exactly what her students prefer. In our latest Norton Learning Blog post, Laura shares how Chemistry: An Atoms-Focused Approach, which emphasizes visual learning and couples perfectly with modeling instruction, keeps her students engaged and curious.
Research as Recursive Conversations: Using “They Say / I Say” in Your AP® Seminar
As a first-year AP® Seminar teacher, I was really nervous that I wasn’t going to be able to offer my students all the support they needed. But, since my students had access to “They Say / I Say,” I felt as if I had a mentor teacher with me at all times