Course revisions can be daunting, particularly this year, but a quick course refresh is achievable in three simple steps: start at the beginning, support failure, and remember — less is more!
Trauma, anxiety, and depression impact us cognitively, emotionally, and physically. Trauma-informed approaches to pedagogy allow us to take a more holistic, embodied approach to the teaching and learning processes. Read more to learn strategies of embodied and trauma-informed pedagogy to better support students.
Asynchronous online and face-to-face are the most familiar modes of course delivery but you may want to consider a hybrid delivery model to meet student or program needs.
Though I’ve long practiced the technique of Object-Based Teaching (OBT) in face-to-face and online classrooms alike, I’d never really looked into the scholarship behind it until recently. I’d also not really considered the pedagogical principles behind it, nor whether my pedagogy needed any scrutiny and modification. It turns out that there were some aspects of my practice I needed to modify.
This teaching tip touches upon alternatives to proctored exams and alignment between learning objectives and assessments.
We tend to think that lab courses must march students through a well-rehearsed set of steps. After the experiment is performed, and the data gathered and presented, students submit a lab report with an error analysis which provides an opportunity to explain why the results deviated from theoretical predictions. This gives you, the instructor plenty to assess. The real question is: Are you measuring what you want with your lab activity assessment?
Reflective writing can help us carry ourselves through processes of change. Learning is a process of change and research shows that journal writing can support students across disciplines in connecting with and making meaning of their learning.
As we discover, test and improve methods of online teaching, one category of courses, the science laboratory based class, has resisted many efforts to bring lab units to the online realm. But this need not be the case. There are several models, methods and ready made solutions available to instructors or departments who are contemplating this transition. In this Teaching Tip, we cover the range of options available.
Illustration: University of Munich Remotely Controlled Lab on Millikan’s Experiment web interface.
Let’s not be satisfied with the “feedback sandwich approach’ in course discussion. Providing guidance and setting expectations for what good discussion feedback looks like can help move students beyond giving comments that do not prompt further discussion, build on an argument or rethink one’s own stance.
Let go of some of the how. How will the student generate the video? How will the student submit his or her paper? Focus on the what and the why. Grab your list of learning objectives and analyze course learning experiences and assessments to determine if they support students progressing toward course outcomes.
Social media is full of short bursts of content pushed out to viewers to be accessed when and where the viewer has time. You can do the same thing with “microLearning:’ simple, short and concise learning opportunities that reinforce learning.
The best kind of joke is the one that forces students to rethink content in a new light and see it from a different perspective. But achieving this can be difficult. Wanzer illustrates the pitfalls in using humor to achieve this end.
Creating or using a glossary as a class activity can ensure students and instructors have a shared understanding of how words or concepts are defined within the discipline.
Getting the busy student to prepare for class prior to trying to do course work is difficult at best. This tip delves into this problem and provides a few recommendations for faculty to try. Should you feel your students need this type of encouragement, look to a model that places content right at hand to how most students tend to approach learning and participating in a course.
Our purpose as instructors is to facilitate new student understandings. But, what are understandings? Are there different kinds? It seems they can be simple, such as remembering the elements of the periodic table, or extremely complex, such as discovering new knowledge about oneself and one’s relationship with the world.
The subject of the lie has been pondered, defined and debated over centuries, across cultures and in various situations. Lies come in many forms, some harmless, others pernicious. Is there any place for lies in the classroom? You may wish to consider these examples before reflecting on that.
Research shows that the educational outcomes associated with field trips are not dependent on a face to face visit. Outcomes are instead based on student engagement driven by activities before, during and after visits to a site. This Teaching Tip provides an overview of good practices and a starting point for those considering using field trips in their class.
Summer is in full swing! You are camping, gardening, roadtripping, hiking, netflixing, swatting at mosquitoes – maybe even teaching. Meanwhile, you’re actively ignoring that buzz behind your ear: Fall’s coming … Teaching … Teaching … Teaching. No one will blame you for swatting that buzz away until, say, August. It’s summer, after all. But what if you could do something now to make your course development a month or two from now a bit easier?
In most disciplines, there are skills that need to be learned and understood before moving on to something more complicated. Without a solid foundation, moving on to more difficult endeavors can be challenging as well as frustrating and can be a hurdle the student is not able to get over.
A well designed and delivered course in any subject area can benefit from a focus on interaction and student contribution. Foreign language courses can be successfully taught online, as well as make more effective use of a teacher’s valuable time. Avoid the managerial teacher-talk of the face-to-face classroom and find more time for students to produce language and engage in one-on-one discussion with the instructor.
How do your students know whether they have mastered a concept before they take a formal assessment? Your students may take advantage of online textbook resources that include cognitive tutors to test their knowledge if available. And, methods such as iterative assignments with defined revision cycles, group discussion, interactive video, a pre-quiz, and class review time can help as well.
At the closing of SXSWEdu a few years ago, I watched one of the most memorable keynote addresses to educators that I have ever seen. Jeffrey Tambor quoted one of his favorite writers, Henry Miller, as saying “I did not learn to write, until my teacher told me to ‘do it badly.’’