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Each T3 has:
1. A definition of your teaching tip
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To learn more about this tip:
Chin, C., & Osborne, J. (2008). Students’ questions: A potential resource for teaching and learning science. Studies in Science Education, 44(1), 1–39. doi.org/10.1080/0305...
🍎 Tuesday Teaching Tip (T3)
Creativity through questions: Learning deepens when students generate their own questions. Make space for wondering, highlight explanation-seeking questions, and treat questions as tools for thinking, not interruptions.
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Each T3 has:
1. A definition of your teaching tip
2. Some concrete, readily implementable applications
3. A link to an article for deeper learning
To learn more about this tip:
Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. doi.org/10.1080/0260...
🍎 Tuesday Teaching Tip (T3)
Feedback literacy in action: Go beyond giving feedback and teach students how to use it. Build judgment with examples, normalize emotional reactions, and ask students to name one next step. Learning improves when feedback guides future action.
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Each T3 has:
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3. A link to an article for deeper learning
To learn more about this tip:
Cecilio-Fernandes, D., Sandars, J., Gianotto-Oliveira, R., & Steenhof, N. (2025). Teaching for transfer of learning in health professions education: AMEE Guide No. 176. Medical Teacher, 47(8), 1243–1251. doi.org/10.1080/0142...
🍎 Tuesday Teaching Tip (T3)
Teaching for transfer: Transfer is when students apply learning beyond a single task or context. Support it by building clear mental models, varying practice, and asking “Where else might this apply?” Small prompts help students see knowledge as flexible and reusable.
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Each T3 has:
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To learn more about this tip:
Tanner, K. D. (2012). Promoting student metacognition. CBE—Life Sciences Education, 11(2), 113–120. doi.org/10.1187/cbe....
🍎 Tuesday Teaching Tip (T3): Metacognition in action
Help students think about their thinking.
Ask before: “How will you approach this?”
During: “What’s making sense right now?”
After: “What will you try differently next time?”
These simple prompts build stronger, more independent learners.
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Each T3 has:
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www.youtube.com/watch?v=Zxaz...
Doidge, N. (2007). The brain that changes itself: Stories of personal triumph from the frontiers of brain science. Viking.
🍎 Tuesday Teaching Tip (T3): Neuroplasticity in the classroom
Teach students that effort reshapes the brain. Encourage them to select what matters, shift away from distractions, use spaced practice, and build brief focus routines. Small habits strengthen new pathways and lasting learning.
We are awarding up to 5 graduate student travel awards for students presenting at #AERA2026!
✅ Eligible if you are:
• A graduate student
• AERA member
• TEP SIG member
• Presenting author at AERA 2026
📝 Apply by Jan 31, 2026: forms.gle/VTUpECjkMN2V...
Please share with your students! #EdPsych
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Each T3 has:
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To learn more about the conditions that support flow and practical ways to create them, see Kotler’s work on flow states and peak performance:
Kotler, S. (2023). The science of effortlessness: How to activate flow [Video]. YouTube. www.youtube.com/watch?v=RZIn...
🍎 Tuesday Teaching Tip (T3) [Snow delay! ❄️]
Promote Flow in Class
Balance challenge with skill, set clear goals, & protect short blocks of focused work. Add quick, specific feedback and use 8–12 min sprints. These small structures can help students stay present, energized, & deeply engaged.
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Each T3 has:
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To learn more about this tip:
Peacock, S., & Cowan, J. (2019). Promoting sense of belonging in online learning communities of inquiry in accredited courses. Online Learning, 23(2), 67–81. doi.org/10.24059/olj...
🍎 Tuesday Teaching Tip (T3): Building Belonging in Online Courses
A short welcome video, warm check-ins, personal responses, and small collaborative tasks all build trust. Add timely next-step guidance to help students feel supported and part of a real learning community.
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Each T3 has:
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To learn more about this tip:
Agarwal, P. K., Karpicke, J. D., Kang, S. H. K., Roediger, H. L., & McDermott, K. B. (2008). Examining the testing effect with open- and closed-book tests. Applied Cognitive Psychology, 22(6), 861–876. doi.org/10.1002/acp....
🍎 Tuesday Teaching Tip (T3): Strengthen learning with retrieval!
Swap re-reading for quick recall. Try a 2-min brain dump, a no-stakes quiz, or ask students to "explain without notes." These simple routines help students pull knowledge from memory and build strong, more durable learning.
A mind map of motivation theories including attribution, SEVT, SDT, self-efficacy & self-concept; achievement goal theory; mindset/grit; and control-value theory; made with Canva.
Hard to believe the semester is almost over! Our exit ticket today in Achievement Motivation was to make a mind map of everything we learned this semester. They only had 20 minutes and didn't finish yet, but I loved this activity and wanted to share them. 😍 @zachbaquet.bsky.social 1/4
Follow us for more Tuesday Teaching Tips (T3) or DM us to submit your own!
Each T3 has:
1. A definition of your teaching tip
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To learn more about this tip:
Van Merriënboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17(2), 147–177.
Https://doi.org/10.1007/s10648-005-3951-0
🍎 Tuesday Teaching Tip (T3): Reducing cognitive load!
Organize materials so students aren’t juggling too much at once. Pair visuals with explanations, break tasks into steps, use worked examples, & cut redundancy.
Small design choices free up attention for real understanding.
Follow us for more Tuesday Teaching Tips (T3) or DM us to submit your own!
Each T3 has:
1. A definition of your teaching tip
2. Some concrete, readily implementable applications
3. A link to an article for deeper learning
