Updating your classes for the new semester? Check out these resources for suggestions on classroom activities and expanding online options:
For classroom activities:
“Active Learning” (Cynthia J. Brame, PhD, CFT Assistant Director, Vanderbilt University)
6-page article with theory, evidence, examples and advice.
Guide to Designing Courses for Significant Learning (Item II; Dee Fink & Associates)
Lengthy (35-page) guide for multi-step process of integrated course design; significant pedagogical background above and beyond its focus.
Revised Bloom’s Taxonomy (Flash Version), hosted by Iowa State University
Not your thesis advisor’s Bloom’s. Updated, three-dimensional, and animated: cross-reference “knowledge dimension” and “cognitive process dimension” to reveal learning objectives. Menu links to lots of other interesting material from the Iowa State Center for Excellence in Learning and Teaching.
Tips for “Teaching Naked” (José Antonio Bowen)
Summary from Bowen’s popular and well-regarded book.
“What is Inkshedding?” (Russell Hunt, St. Thomas University)
Development of “freewriting” technique that aims to give writing a “social role” in the classroom; a practice that encourages student engagement in writing by ensuring their expectation of an audience.
For newsletters, archives, courses, blogs and groups:
Online database of active learning practices hosted by Harvard Initiative for Learning and Teaching, including activities, lessons, projects, video tutorials, links to tech resources, and downloadable materials.
Huge educational blogging network, related to WordPress. Free hosting for course blogs with lots of cool features (cooler still if you pay $40/year).
Weblog with diverse articles on technology as an instructional tool.
Collection of articles on strategies for teaching of all stripes: traditional classroom pedagogy, online, flipped, blended, etc.
Blog by prof from Northern Arizona University and author of books on teaching with technology.
Website of University of Iowa professor David Gooblar that collects teaching tips and practical strategies by college teachers from all disciplines.
The famous project out of Barnard College, wherein students learn by running classes in which they take on roles in elaborate games set in the past.
Overview of the basics for using email, Twitter, Facebook, online discussions, and virtual offices to free time in face-to-face classes–and how to maximize use of that freed-up time. One page of many comprising the online face of the Centre for Enhanced Teaching & Learning at the University of New Brunswick.
For online content in many disciplines:
Do you know of a resource that should be added to this list? Please leave a description of it in the comments. Thanks!
This article from an October issue of ChronicleVitae poses some interesting insights about grit and scarcity mindsets: food for thought if you’re entering the summer with plans for productivity or reflecting on your accomplishments of the past year–or perhaps as you consider another strategy to encourage your next batch of students to make use of the WHOLE term to do their semester-long project?
Does this article speak to you? Please leave a reply below!
An anthropology professor (emerita) from William and Mary writes about the positive benefits of “slow teaching:” looking closely and slowly at a single, major idea over several weeks to increase memory and understanding.
And here is a PDF of the Chronicle article noted in this piecee (“Simplest Course”).
…and would you like to be more so?
Many of us have faced the erroneous, but spreading, view of higher ed’s shrinking relevance to “real life.” Academics can help correct that view through greater engagement in public discussions. This article from the Chronicle of Higher Education includes a list of six ways to better engage with the public (from research at Michigan State University): write in the active voice, familiarize yourself with the publications or websites you want to write for to get familiar with their style, link your research to a problem or issue that many people can relate to, think about why you’re passionate about your research and incorporate that into a 30-second elevator speech about what you do, avoid jargon, and focus on research that’s timely, new, or has clear impact is more likely to catch the news media’s attention.