Group items tagged

Even in this bookmark list, we use the term "flipped classroom". This article describes an attempt at a definition of "flipped learning", where the emphasis is on the student's learning process and not the logistics of the classroom. I think it provides a set of metrics which may be useful in examining anyone's pedagogy.

"...how are we supposed to prepare students to be lifelong learners if we don't teach them how to embrace imperfection?" And by "teach them", the authors mean "model for them."

We had a conversation in a staff meeting recently about "contemplative pedagogy"; this conversation from Xavier University of Louisiana's podcast is a good introduction. The way that contemplation plays into theory formation and the understanding of complex models is particularly interesting.

Cult of Pedagogy editor-in-chief Jennifer Gonzalez reviews research on note taking from the past three decades and revises her own principles for how to help students organize and recall what they are learning.

Written for school teachers (as in grade school, middle school, etc.), this article is not 100% relevant to pedagogical discussions in higher ed. However, the article got me thinking about how I still learn; what gets me intellectually excited; and what diverts me away from other activities in the interest of pursuing an idea. Could I turn one of these instances into an example for my students in order to show them my thought processes and how I go about exploring new pedagogical possibilities? Just et al. (2014) (http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0102976) shook the biology/paleobiology world when the discovery of two strange deep-sea species hinted at the possibility of a new phylum. I spent hours reading various accounts of this discovery, including a number of trusted blogs. I compared the article's figures of these enigmatic organisms with other figures in old references I pulled old off my shelves. I referred to dusty old descriptive texts to refresh my memory of basic taxonomic classifications. I drew diagrams. Letting my students see this process could be beneficial. Developing a project that might force them to perform similar procedures and then defend their actions, might be difficult, but it could teach them quite a lot about how learning continues.

"Our real goal is to improve how students integrate new information. We want to change them. While what we have to teach our students may get them a first job, it will not on its own get them a second job-especially one that may not yet even exist. We want our students to be able to learn new things, analyze new knowledge, integrate it into their thinking, and change their minds when necessary." Jose Bowen argues that we should treat both technology and disciplinary content as tools, in pursuit of the larger cognitive changes we try to create in the liberal arts.

Conversations about portfolios often suggest them as a solution to one problem at a time, whether that problem is integrative learning, student self-representation outside the college, or institutional (and departmental) assessment. This article tries to juggle 4 very different ways of looking at portfolios at the same time. Such a view might help us understand how many benefits might flow from a pedagogy which includes portfolio construction.

Interested in how you can get groups of students to work together? Explore some different models for student group work on the CIP website.

A provocative essay with interesting ideas about the way we organize our time. Do current students have the active listening skills which the author seems to assume, and if not, are we doing enough to help them build those skills?