“When the Teacher Becomes the Student” is an interesting, short read from Maryellen Weimer, PhD of Faculty Focus. Her 2 take-aways are:
I would almost guarantee that if you struggle to learn something in a course other than your own, it will change how you teach; and 20 years at the front of the room (maybe less) erases virtually all memories of what it’s like to be seated in a small, uncomfortable desk somewhere in the middle of the room.
Re-experiencing the student perspective:
Starling, Roy. “Professor as Student: The View from the Other Side.” College Teaching, vol. 35, no. 1, 1987, pp. 3–7., www.jstor.org/stable/27550845.
Gregory, M. W. “From Shakespeare on the Page to Shakespeare on the Stage: What I Learned about Teaching in Acting Class.” Pedagogy, vol. 6 no. 2, 2006, pp. 309-325. Project MUSE, muse.jhu.edu/article/197074.
Why clear rationale for assignments helps students learn:
Gregory, Marshall. “Turning Water into Wine: Giving Remote Texts Full Flavor for the Audience of ‘Friends.’” College Teaching, vol. 53, no. 3, 2005, pp. 95–98., www.jstor.org/stable/27559232.