Tips and Tricks for Virtual Lessons

This information is compiled from Zoom.com’s suggestions for instructors. For a full PDF, see below.

Tips and Tricks: Teachers Educating on Zoom

Class Structure Tips

  • For online teaching, it is important to give students a clear agenda and set clear expectations for the class. Without the visual and in-person cues and conversation one receives in a regular classroom setting, guidelines are crucial to help the class flow. Consider giving students a written plan or agenda for each class meeting, via email or screen sharing a document at the beginning of class.
  • Encourage student engagement by using online platforms such as zoom’s whiteboard attachment. In whiteboard, through sharing your screen, students can use annotation to mark up the text.
  • To break up lecture time and encourage student engagement, consider breaking students into discussion groups; you can use zoom’s breakout rooms feature for this.

Delivery Tips

  • Pre-set your meeting settings to mute participant’s microphones upon entry. This will allow students to enter class without ambient noise, and keep your class environment more controlled.
  • Take a second after larger sections of lecture material to check in with students for comprehension.
  • Speak as if you are truly face-to-face with a class, and ensure you are a proper distance from the microphone and camera.
  • Embrace the pauses at the end of content delivery, giving students time to process.

Additional Features

For a comprehensive blog about the different features zoom offers, and how to navigate its basic functions, see our Zoom For Faculty page. Note that by scrolling to the bottom of the post, you can find additional posts that target specific questions regarding zoom.

FOR QUESTIONS OR ANY OTHER FORM OF TECHNOLOGICAL ASSISTANCE, PLEASE FEEL FREE TO REACH OUT TO INFORMATION SERVICES AT (310) 506-7425 OR SUPPORT@LAW.PEPPERDINE.EDU. GOOD LUCK!

Customizing Your Zoom Personal Meeting ID to Your Pepperdine Phone Extension

In your zoom settings, you can customize your zoom personal meeting ID (PMID) to a different number. If helpful, you may change it to your faculty phone number extension.

For more information on how to set your PMID to be used for office hours, see this article.

To begin, navigate to the zoom website and log in.

Click on the Profile tab on the left column. Then click on Edit for the Personal Meeting ID bar.

This will open a page where you can edit your PMID. Simply delete the numbers that have randomly been assigned, and enter the sequence you would like. We recommend that you use your 10-digit faculty phone number. Remember to save your changes.

If you have any questions, please feel free to contact Information Services at support@law.pepperdine.edu or (310) 506-7425.

iClicker Account Set-Up for Students

1. Create a student account.

In a browser, go to the iClicker website and choose “Sign In” from the top right corner and then “Student”

2. When prompted for an institution, type Pepperdine University.

3. Click “Next” to confirm.

4. Fill out your account information.

5. Choose a password that follows the guidelines– and don’t forget it!

6. Congrats! Your account has been created. Click sign in with the account information you have just created.

7. Skip the remote registration.

8. Add a course by clicking the plus sign in the top right of your screen.

9. Under “Find your institution”, find Pepperdine University

10. Find your course by typing in the course name. It will show up when you start typing. Then select it from the option listed.

11. Check to see the information is correct, then add the course.

12. Now, under course lists, your class should appear.

13. Note the course history, statistics, and study tools within the class to aid in tracking your progression.

14. In class, enter the access code given by your professor. This will allow you to use iClicker for free.

  • Download the iClicker Reef app from the app store to your mobile device.

How to Improve WiFi Connection for Remote Learning Using a WiFi Booster

This post describes how to set up a WiFi extender, which can help improve WiFi connection to avoid freezing and glitching for video/audio calls! Consider setting up an extender if you are having connectivity issues with conferencing platforms such as zoom or Google Meet.
This material is compiled from Tech and Learning’s website on WiFi extenders.

A WiFi extender is a device that extends the range of your WiFi from your router, to reach further areas of your property.

Step 1

To begin, you need to see what your download and upload speed currently is. Open a browser and go to a website such as this one to run a speed test. Once you know your baseline speed, you can find an extender that improves your number.

From there, buy an extender. Ideally, one that plugs directly in to a power socket.

Step 2

For placement, you will want to place your extender halfway between your router and the dead zone. The sweet spot will be where the extender is close enough to the router to still pick up a signal, and close enough to the dead zone to transfer WiFi.

Make sure the extender is placed in an open area, and not behind a fridge or other object which could obstruct the signal.

If you do not have an outlet in the desired area, consider running a power socket extension cord from an accessible outlet to the area.

If the dead zone is upstairs, place the extender directly above the router, on the dead zone floor.

In terms of angles, some extenders come with antennas to direct the signal. This can help to direct the signal directly to the dead zone. Also, you can even create your own booster or WiFi reflector with foil or half a can; this video describes how to create a diy booster.

Step 3

Finally, test and adjust your extender. “Name” the extender in your system so that is it easy to locate (this can usually be done from within the app the extender is connected to, or through the setup website as instructed through the installation booklet) then run the same speed test from step 1. If the speed is not much improved in your dead zone area, try moving the extender, or adding an antenna. Repeat the process until the speed is improved.

Alternate Option

If the extender does not work and you still have dead or slow WiFi zones, consider installing a mesh WiFi network.

A mesh uses multiple points to create a web-like signal that interconnects your entire home. This is a more advanced system and will cost you more, but the end result is usually very impressive with strong signal in every room, even for larger homes. 

Check out the video below to learn about different types of extenders:

If you have any questions, please feel free to contact Information Services at support@law.pepperdine.edu or (310) 506-7425.

Zoom Shortcuts for Teachers

This post offers a list of keyboard shortcuts for zoom that can be useful for instructors. The material has been summarized from Tech Learning’s website.

Note that these specific shortcuts can only be used in the zoom app, and not in a browser window.

Mute Audio

  • PC: Alt + A (to mute yourself)
  • PC: Alt + M (to mute your students)
  • Mac: Cmd + A/M
  • iPad: Cmd + Shift + A/M

To mute yourself in zoom without navigating to the mute/unmute button in your toolbar, try using the combination of keys listed above relevant to your device type. Always remember to check your profile on zoom to ensure that you have muted and unmuted successfully!

Screenshot Your Page in Zoom

  • PC: Alt + Shift + T 
  • Mac: Cmd + T
  • iPad: Volume up + Power buttons

If there is an instance where you would like to capture what is presented on your screen, try using the shortcuts above. The picture will save in your files for later. This can be helpful during someone’s zoom presentation, where the presentation may not be saved and you would like to take notes afterwards and review the material. Make sure, though, that the presenter is informed that you are saving their presentation, and that they are ok with you doing so.

Begin Recording

  • PC: Alt + V
  • Mac: Cmd + Shift + M
  • iPad: Cmd + Shift + M

These shortcuts begin a recording of your class. For more information on recording in zoom, check out our Recording in Zoom PDF, and how to Access your Recordings.

Screen Share

  • PC: Alt + S
  • Mac: Cmd + Ctrl + S

Note: There’s no Zoom shortcut for the iPad but you can share your screen by accessing the control center, holding down the record button (solid white circle inside another circle) and selecting Zoom from the options.

Raise/Lower Hand

  • PC: Alt + Y
  • Mac: Option + Y

A really great feature of Zoom, which makes it feel more like a real-world meeting, is the ability to raise a hand. This allows you to keep the group muted but still give participants the feeling that they can speak up and interject when they need to, perhaps with a question.

Other Shortcuts

For a full list of zoom shortcuts, go to Settings in the upper right hand corner of your main zoom screen. Then, on the left, click keyboard shortcuts, which will show a full list.

Universal Design Learning

This post is a student response to Thomas Tobin’s webcast on Universal Design of Learning as well as the UDL Guidelines page from UDL’s website. For more information, please visit those sites.

In his webcast on the basics of UDL, Thomas J. Tobin of the University of Wisconsin-Madison made it clear that we need to re-frame how teaching institutions approach UDL and accessibility. When presented with students who desire accommodations for their learning, instructors, though willing to comply, can often feel frustrated and stressed at the prospect of altering curriculum to fulfill the request.

But, UDL is not only a disability or access services format. Rather, UDL is a proactive way to structure material to help make the interactions the happen at your institution more easily accessible for people on their mobile devices.

What is UDL?

UDL is defined as a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. There are three components:

  1. We need multiple ways to keep learners engaged. This is the “why” of learning. For example, instructors could give a time estimate for an assignment so that students know how to self-regulate their approach to the assignment, and experience autonomy.
  2. We need multiple ways of representing information. This is the “what” of learning. For example, the students can be presented with both audio and visual versions of the content, and choose which style works best for them to retain the information. Providing different options for the information display allows deeper comprehension for the student, as they may understand one form of communication better than another.
  3. We need multiple ways to give people choices for their actions. This is the “how” of learning. For example, as long as learning objectives remain the same, you can offer multiple ways for the student to complete an assignment, perhaps through an essay or visual presentation option. Or, give multiple options for first drafting that point toward the same end result assignment.  

Realistic Implementation

UDL helps to understand what has to happen at the level of course design that makes accommodation less necessary.

UDL is “plus one” learning. If there is a way you interact with students, just make one more way to interact with materials, each other, and the wider world.

Remember that UDL reduces barriers by offering students choices and control. If you offer more ways for students to access material, they are more likely to persist in classes, more likely to be retained in later years, and more likely to be satisfied with their learning experience.

UDL is work, but will alleviate more work and stress that could potentially arise later in the course, as it is a proactive, not reactive format.

Many instructors are familiar with DI, or “differentiated instruction”. DI is customizing the instructor’s response to the student in any way they can. DI occurs in the moment, responding to a specific student situation. It is also reactive, allowing instructors to hear and respond. UDL is the proactive counterpart to DI, and happens on “day 0” to set up for success.

5 strategies for UDL:

  1. Start with text. Use your written content as a script for audio/podcast or video. You can post the text version and video/audio as the alternative (multiple ways to represent information).
  2. Make alternatives. You can offer different formats for print/PDF content, or post take still photos with captions from a video. This reduces cognitive barriers for students. Note: UDL does not aim to water down content, but instead makes it easier for the student to get in and do it.
  3. Let them do it their way. As long as objectives for assignment are the same, could offer video or paper presentations, let the student choose. 
  4. Go step by step. 10:2 ratio. Give info for 10 mins, then ask students to respond for 2 mins. The response does not even need to be related to the info, it is used as a pause to retain info given in the 10 minutes.
  5. Set content free. Publish content on platforms that are mobile accessible. Also, make sure they are not tied to a specific software that the student has to download or buy. 

FAQs

What about the science surrounding different learning styles?
Learning styles, in the conventional sense, (audio verses visual presentation, etc.) don’t exist. At least, not as six characteristics. Our learning preferences change from moment to moment based on the content and circumstances. For example: a man who is taking a class but also has to drop his daughter off at school before work may prefer an audio version of the class content to listen to during his commute, and in that instance, an audio option is much more helpful to him than a PDF.

Retention also varies and is not based on hard principles but based on accessibility; if the student can get to the information, look through it multiple times, and customize how they move through it, they can retain it.

Metacognition for Students

This presentation will explore Metacognition, or the awareness and understanding of one’s own thought process. In understanding the different approaches to learning, you will be able to enhance your own learning as a student.

This presentation is compiled from the information presented in Sandra McGuire’s best-selling Metacognition book, “Teach Yourself to Learn: Strategies You Can Use to Ace Any Course at Any Level”. You can buy the book here.

In this presentation, we will cover:
Linking Concepts
Bloom’s Taxonomy
The Study Cycle

This image has an empty alt attribute; its file name is Pedagogy-2-640x360.png

Metacognition, literally “cognition about cognition”, or “thinking about thinking” is the process of understanding how you learn and includes knowledge about when and how to use particular strategies for learning or problem-solving. This understanding can manifest in being aware of oneself, and monitoring or judging one’s level of learning.

This image has an empty alt attribute; its file name is Pedagogy-3-640x358.png

The purpose of this presentation is to explain some strategies and self-evaluation techniques to equip you, as a student, realize your personal learning patterns and objectives.

This image has an empty alt attribute; its file name is Pedagogy-4-640x357.png

Remember: for highest efficiency, choose one or two techniques that you can feasibly implement into a studying routine. There is a lot covered in this presentation; see if there are one or two ways you can implement metacognition in your own academic life.

 Short-term benefits include:

This image has an empty alt attribute; its file name is Pedagogy-6-640x354.png

Increased metacognition awareness has been proven to massively improve test scores.

This image has an empty alt attribute; its file name is Pedagogy-7-640x352.png

This is not a one-off phenomenon; building strong learning habits is a continuous process that will continue to benefit you long-term.

The first metacognition strategy is linking concepts:

This image has an empty alt attribute; its file name is Pedagogy-9-640x348.png

To illustrate this concept, follow this exercise, and have a pen or pencil and paper ready. There will be a timer set for 45 seconds. On the next slide, count all the vowels you see until time runs out.

This image has an empty alt attribute; its file name is Pedagogy-10-640x355.png

Now, try to write down as many words as you can remember from the previous slide. If you’d like to calculate your score in percentage divide the number you remember by 15, and multiply by 100. The average is 3 phrases remembered, or 20%; did you beat the average?

This image has an empty alt attribute; its file name is Pedagogy-11-640x353.png

Looking at the list again, try to find the underlying pattern that orders the group.

This image has an empty alt attribute; its file name is Pedagogy-12-640x352.png

Now, repeat the exercise again- you will be given 45 seconds.

This image has an empty alt attribute; its file name is Pedagogy-13-640x348.png

 Did your average improve?

This image has an empty alt attribute; its file name is Pedagogy-14-640x354.png

This exercise illustrated the strategy “linking concepts”, in particular focusing on the overall goal. When the goal is clearly set (memorize the list) to match the expected outcome (write as many words as you can recall), the outcome is much improved.

This image has an empty alt attribute; its file name is Pedagogy-15-640x353.png

Secondly, and implementing a holistic, pattern-driven strategy helped to make the learning process familiar. By linking the words to numerical order, it was easier to recall the words in the exercise. In academia, the “linking concepts” approach remains relevant; connecting content to the overall goal, and making content relatable to things familiar to the student helps to format the learning experience to the student. 

For example, you may try to link the content or your readings to something you have encountered in everyday life, thus making the learning process tailored to your own experiences.

The second strategy is Bloom’s Taxonomy:

This image has an empty alt attribute; its file name is Pedagogy-17-640x357.png

Bloom’s taxonomy is a quantitative, measurable hierarchy. Each level of learning builds on the next, and to understand which level you are at versus which level you need to be at for the goals of the class is vital.

This image has an empty alt attribute; its file name is Pedagogy-18-640x356.png

The first stage is remembering, essentially rote memorization. The second is understanding the terms, characterized by the ability to paraphrase the content.

This image has an empty alt attribute; its file name is Pedagogy-19-640x351.png

The third is applying, where you can take the information you’ve understood and use it in new contexts that you have not seen before. Fourth is analyzing, where you can break the concept down into parts, and examine the constitution or structure of the concept.

This image has an empty alt attribute; its file name is Pedagogy-20-640x355.png

Fifth is evaluating, where you can take the concept you’ve learned and compare, contrast, and judge influences and competing ideals based on your knowledge of the concept. Lastly, sixth creating: in this stage, you are able to solve problems originally, building off of the knowledge of the concept.

This image has an empty alt attribute; its file name is Pedagogy-21-640x354.png

Differing from the buy-in to metacognition, which many view as simply raising grades, Bloom’s taxonomy challenges you to truly understand the material, identify how you, personally, interact with material, assess what you know, and shift study habits to engage in deeper learning.

After evaluating where you are on the taxonomy, how do you move higher, out of levels of memorization and into levels of deep comprehension? Use the study cycle!

This image has an empty alt attribute; its file name is Pedagogy-23-640x355.png

The cycle consists of 5 steps: Preview, attend class, review, intense study sessions, and assessment.

This image has an empty alt attribute; its file name is Pedagogy-24-640x347.png

The preview stage happens before class, where you skim over notes or completed homework to ascertain the learning objectives for class that day, and any questions you may have.

This image has an empty alt attribute; its file name is Pedagogy-25-640x350.png

The second stage is attendance; go to class, no matter what, and taking meaningful notes.

This image has an empty alt attribute; its file name is Pedagogy-26-640x348.png

Directly after class, you should review main concepts learned that day and review by reading over notes and answering questions.

This image has an empty alt attribute; its file name is Pedagogy-27-640x350.png

The fourth step is engaging in short study increments where you implement metacognition techniques.

This image has an empty alt attribute; its file name is Pedagogy-28-640x346.png

Periodically, you should pause and make sure that you fully understand the material you have studied. You may try assessing their stage in Bloom’s taxonomy; are you simply in the memorizing stage, or higher in the evaluating stage?

This image has an empty alt attribute; its file name is Pedagogy-29-640x354.png

In college, the level of material retention necessary to succeed in a class is higher than in high school. You should be aware of the Bloom’s stage they need to be at to succeed; typically, you should be at the analysis or synthesis stage.

Next is a model of the study cycle when applied to reading.

This image has an empty alt attribute; its file name is Pedagogy-31-640x356.png

As the student, you should be able to identify the questions the instructor needs to you answer before reading the text; skim the reading broadly first to understand the topics that will be covered in the reading.

This image has an empty alt attribute; its file name is Pedagogy-32-640x352.png

When reading the actual text itself, you should not go straight from beginning to end, instead you should read in chunks to fully digest the information in a feasible manner.

This image has an empty alt attribute; its file name is Pedagogy-33-640x352.png

It is vital that you attend class and take physical, hand-written notes, engaging completely with the material while in class.

This image has an empty alt attribute; its file name is Pedagogy-34-640x350.png

Homework should be done first without notes or a guide, and used as an assessment to see how well you understand the material covered in readings or class.

This image has an empty alt attribute; its file name is Pedagogy-36-640x355.png

In summary, using metacognitive strategies is deeply beneficial in you understand how you individually learn best, and how to format your study and class practices to master material. 

This image has an empty alt attribute; its file name is Pedagogy-37-640x354.png

Thank you for your interest and attention!

If you have any questions, please feel free to contact Information Services at support@law.pepperdine.edu or (310) 506-7425.

Why Metacognition? Optimal Learning

This presentation gives a brief overview of the benefits of teaching in a metacognitive style, to create the most effective learning environment for students. To view the complete guide to metacognition, see LawTech’s Metacognition presentation.

In this presentation, we cover:

What faculty can do
What students can do
Brief overview of metacognition strategies

Optimal learning, or the most effective and efficient way a student retains and masters content, is the product of connecting the student’s motivation, emotion, and learning style. Ultimately, teaching in a way that encourages optimal learning is the goal of most every teacher. But how is this accomplished? This presentation will overview the benefits of learning to teach with metacognitive strategies, which allow the teacher and student to work together to facilitate learning.

Optimal learning occurs when the social and emotional environment of a learning space are considered along with the material presented in the classroom. This includes creating safe and stable learning environments, providing equitable and rigorous material, and aiming to meet the needs of diverse learners.

In order to facilitate this style of optimal learning, faculty and students must share responsibility for the learning environment. The faculty should set clear expectations and goals that the students can aim for. This is where metacognition is important!

For example, teachers may format their class schedule to accommodate different learning styles and increase engagement by incorporating interactive learning into lecture-based classes. For example, students can talk about a question together, or teach one another the material that was covered in a previous class.

Students can learn metacognition techniques themselves, and master learning models such as Bloom’s taxonomy and the study cycle.

Also, it is important to impress upon students that their performance in class does rely, in part, on their individual contribution to their own learning.

Thus, students need to be able to find balance.

Some effective metacognition strategies to encourage students to try include: knowing the material well enough to teach someone else and asking deeper questions to engage with material on an analysis level.

Teach the study cycle, which emphasizes mastery over memorization.

Essentially, it is highly beneficial for teachers to teach metacognitive strategies to students and establish clear learning goals the students can aspire to reach.

Thank you for your interest and attention!

If you have any questions, please feel free to contact Information Services at support@law.pepperdine.edu or (310) 506-7425.

Metacognition for Faculty

This presentation is compiled from the information presented in Sandra McGuire’s best-selling Metacognition book, “Teach Students How to Learn: Strategies You Can Incorporate Into Any Course To Improve Student Metacognition, Study Skills, and Motivation”. You can buy the book here.

In this presentation, we cover:

Linking Concepts
Bloom’s Taxonomy
The Study Cycle

Consider encouraging your students to read the Student’s Guide to Metacognition, so that they also understand the benefit of learning how to study and master material efficiently!

This presentation will explore Metacognition, or the awareness and understanding of one’s own thought process. In understanding the different approaches to learning, you will be able to both enhance your learning and cater to students in their personal learning processes.

Metacognition, literally “cognition about cognition”, or “thinking about thinking” is the process of understanding how you learn and includes knowledge about when and how to use particular strategies for learning or problem-solving. This understanding can manifest in being aware of oneself, and monitoring or judging one’s level of learning.

The purpose of this presentation is to explain some strategies and self-evaluation techniques to both enhance teaching for more in-depth student learning, and equip teachers with the knowledge to help students realize their learning patterns and objectives.

For highest efficiency, choose one or two techniques that you, or the student, can feasibly implement into a teaching or studying routine.

 Short-term benefits include:

Increased metacognition awareness has been proven to massively improve test scores.

This is not a one-off phenomenon; building strong learning habits is a continuous process that will continue to benefit the student long-term.

The first metacognition strategy is linking concepts:

To illustrate this concept, follow this exercise, and have a pen or pencil and paper ready. There will be a timer set for 45 seconds. On the next slide, count all the vowels you see until time runs out.

Now, try to write down as many words as you can remember from the previous slide. If you’d like to calculate your score in percentage divide the number you remember by 15, and multiply by 100. The average is 3 phrases remembered, or 20%; did you beat the average?

Looking at the list again, try to find the underlying pattern that orders the group.

Now, repeat the exercise again- you will be given 45 seconds.

 Did your average improve?

This exercise illustrated the strategy “linking concepts”, in particular focusing on the overall goal. When the goal is clearly set (memorize the list) to match the expected outcome (write as many words as you can recall), the outcome is much improved.

Secondly, and implementing a holistic, pattern-driven strategy helped to make the learning process familiar. By linking the words to numerical order, it was easier to recall the words in the exercise. In academia, the “linking concepts” approach remains relevant; connecting content to the overall goal, and making content relatable to things familiar to the student helps to format the learning experience to the student. 

For example, you may ask the student to link the content or their readings to something they’ve encountered in everyday life, thus making the learning process tailored to their experiences.

The second strategy is Bloom’s Taxonomy:

Bloom’s taxonomy is a quantitative, measurable hierarchy. Each level of learning builds on the next, and to understand which level you are at versus which level you need to be at for the goals of the class is vital.

The first stage is remembering, essentially rote memorization. The second is understanding the terms, characterized by the ability to paraphrase the content.

The third is applying, where you can take the information you’ve understood and use it in new contexts that you have not seen before. Fourth is analyzing, where you can break the concept down into parts, and examine the constitution or structure of the concept.

Fifth is evaluating, where you can take the concept you’ve learned and compare, contrast, and judge influences and competing ideals based on your knowledge of the concept. Lastly, sixth creating: in this stage, you are able to solve problems originally, building off of the knowledge of the concept.

Differing from the buy-in to metacognition, which many view as simply raising grades, bloom’s taxonomy challenges the student to truly understand the material, identify how they interact with material, assess what they know, and shift study habits to engage in deeper learning.

After evaluating where the student is on the taxonomy, how do they move higher, out of levels of memorization and into levels of deep comprehension? Use the study cycle! This is a cycle an instructor can introduce to students for their use.

The cycle consists of 5 steps: Preview, attend class, review, intense study sessions, and assessment.

The preview stage happens before class, where the student skims over notes or completed homework to ascertain the learning objectives for class that day, and any questions they may have.

The second stage is attendance; stress the importance of going to class, no matter what, and taking meaningful notes.

Directly after class, the student should review main concepts learned that day and review by reading over notes and answering questions.

The fourth step is engaging in short study increments where you implement metacognition techniques.

Periodically, the student should pause and make sure that they fully understand the material you have studied. A student may try assessing their stage in Bloom’s taxonomy; are they simply in the memorizing stage, or higher in the evaluating stage?

In college, the level of material retention necessary to succeed in a class is higher than in high school. Students should be aware of the Bloom’s stage they need to be at to succeed; typically, they should be at the analysis or synthesis stage.

Next is a model of the study cycle when applied to reading.

The student should be able to identify the questions they are trying to answer by reading the text; encourage broad skim reading first to understand the topics that will be covered in the reading.

When reading the actual text itself, students should not go straight from beginning to end, instead they should read in chunks to fully digest the information in a feasible manner.

The student needs to be attending class and taking physical, hand-written notes, engaging completely with the material while in class.

Homework should be done first without notes or a guide, and used as an assessment to see how well the student understands the material covered in readings or class.

Group work is a fantastic way to implement Bloom’s taxonomy learning, as the students will need to master the material to be able to teach it to each other, fill in learning gaps, and produce a final project or assignment.

In summary, using metacognitive strategies is deeply beneficial in helping students understand how they individually learn best, and how to format their study and class practices to master material. 

It is also incredibly important for teachers, to be able to format their teaching styles to facilitate the most effective student learning.

Thank you for your interest and attention!

If you have any questions, please feel free to contact Information Services at support@law.pepperdine.edu or (310) 506-7425.

Examplify Troubleshooting: Clearing Registration

If an exam is not appearing for downloading purposes in your Examplify account, you may need to clear your Examplify registration and log back in. Please follow the directions below:

*Note that you must be connected to internet in order to see the mock exam as available to download.

  1. Open Examplify and navigate to the Home Menu in the top right corner of your screen.

2. Select Settings from the drop-down menu.

3. You will be directed to a clear registration page; click on the green Clear Registration button.

4. To confirm your cleared registration, click the Clear Registration button again.

5. Finally, log back in to your Examplify account, and your exam should show up as available to download.

Please review our Examsoft Basics page and the Examplify Spring Final Guide page below for more information:

If you have any questions, please feel free to contact Information Services at support@law.pepperdine.edu or (310) 506-7425.