As summertime often presents an opportunity to retool classes, this may be a timely guide especially if you’re looking at amping up your–or entering into the world of–online teaching. It introduces readers to some basic terminology, suggests principles and practices, and dissuades from misperceptions.
The Chronicle issued a lengthy (20+ pp.) guide of advice to have a great first day of the semester, including engaging four key principles:
The report goes beyond the isolated first day, with considerations for preparing for and following up on the actual start of the semester. Have a good one!
James Lang, author of Small Teaching, has a new book coming out. Teaching Distracted Minds addresses the use (by students) of technology in the classroom, in the context of broader studies of attention and distraction. Read more about this forthcoming book, and Lang’s reasons for writing it, here.
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!
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”).
Our second faculty colloquium for the academic year will feature two presentations focused on serving our current students.
For the next 20 years, our universities will be primarily educating and serving the “Screeners,” a distinctive generation following the enormous cohort of Millennials. Because of the robust Millennial focus, educators, youth workers and churches have barely glanced at this new generation. While in its infancy, research on Screeners indicates marked differences from Millennials in almost every way. Utilizing the lens of Generational Theory may provide a beneficial approach for identifying and strategizing our engagement with Screeners in our classrooms. Like it or not, they’re coming in the next few years, and they will require a whole new approach on several of the educational fronts we have become accustomed to in our teaching pedagogy. Preparing over the next two years will establish Judson as an institution where Screeners will thrive and flourish. So, let’s do the work necessary to get ready for the Screeners!”
Grounded in the experience at the 2017 Honors International Faculty Institute, this presentation will explore the characteristics of Honors pedagogy and common elements it shares with good teaching practices more generally. Some framing questions include: What is Honors? What should I expect from Honors students? Is Honors pedagogy any different from simply good pedagogy? If a student asks for an Honors offering of a course, what are some ways I can accommodate them? Come explore Honors, whether you teach with The Honors Program, are interested in what’s going on in Honors, or are curious about trends in teaching and learning.
The colloquium will be held on Tuesday, January 30, at 11:00-12:30 in the Reed Room. Refreshments will be served!