Group items tagged

As the semester rolls through week 11, I start to think about how I might better motivate my students and make teaching my subject more fun for myself. My thoughts usually turn toward flipping lessons, which I still maintain is an old idea, but what is new is the "urgency" to implement the concept more efficiently (for a variety of reasons). These FAQ answers should help ease the implementation. Oh, if you don't like the term "flipped classroom" that is the topic of one of the later FAQs. I'm not a big fan of his preferred alternative term, but it really is the pedagogical concept that you want to buy into -- not the name.

This paper makes explicit a number of the implicit beliefs Kenyon faculty seem to have about essay exams. The tips on question selection and grading might be particularly helpful.

We talk a lot about the value of "active learning"; this essay makes some interesting points about what that looks like in practice. There are some obvious differences in what "active learning" looks like in large schools like the author's and small schools like Kenyon, but the principles are worth considering.

A detailed exploration of the role of the accessibility statement on a syllabus, and the impact that its language and placement may have on all the students in the class.

A list of suggestions for fresh ways to start a course and "create the best possible environment for learning."

The title of this one pretty much sums up the content completely. There is a link to some good vs. bad examples of PowerPoint slides, but they are pretty self-evident. The guidelines discussed in this article are worth exploring even if you are not developing a MOOC or a smaller online course -- for example, if you just want to flip a class or two.

An interesting study out of Stanford. While drawn from experience with MOOCs, I think many of these principles are relevant to flipped classrooms at a small college as well. I was surprised by recommendations #3 and #4 (regarding "personal" vs. "professional" production values); I had expected high production values to be more important for classes with no face-to-face contact.

An interesting study out of Stanford. While drawn from experience with MOOCs, I think many of these principles are relevant to flipped classrooms at a small college as well. I was surprised by recommendations #3 and #4 (regarding "personal" vs. "professional" production values); I had expected high production values to be more important for classes with no face-to-face contact.

Lots of interesting ideas in this podcast episode for removing potential sources of unconscious bias from your grading.

An interesting design suggestion for multiple-choice tests - after the student gives an answer, ask them to identify the core principle which makes it right.

"In writing, as in learning, openings matter. Don't fritter them away." 4 ways you can use the opening of class to help students transition their attention into your course, from James Lang.

Should you write early? Late? In short blocks or long ones? Maybe the most important thing is just that you have a routine. (But if you don't have one yet, might we suggest writing circles at the CIP?)

Universal design for learning ultimately saves labor, and benefits all learners in the class. "So if I take a little more time and effort to make my writing large, legible, and organized on the white board, I am going to help the student with visual impairments - but I'm also going to help everyone in the room take better notes on our discussion. If I take the time to create slides with a minimal amount of text or images - and then encourage students to take their own notes by filling in the examples and ideas from the lecture or discussion - I'm helping everyone push beyond simply copying down lecture notes and regurgitating the course content."

Good context for examining the ways that simplistic claims can hinder, rather than foster, evidence-based approaches to teaching and learning.

Terrific example of how research-based teaching practices can be given useful context with a theory of learning.

Asking students to do work in public can lead to powerful learning, but we should talk to students about how it impacts their work and public identity. In this blog post, Jade Davis gives a description of the readings and release forms she uses in her classes with digital media projects.

I think dismissing "best practices" entirely is a bit extreme, but there are some good points about reflecting and adapting if a "best practice" isn't producing the outcome you want. What's really great in this article, though, is the way Bonnie Stachowiak talks about drawing inspiration from high profile exemplars for practices when can be authentic to her style.

Powerful stuff about negotiating the power dynamics inherent in mentoring relationships. Primarily about students, but there's a lot here which would apply to mentoring relationships with colleagues as well.

Good review of a study, and a strong theoretical explanation for the benefits of longhand notetaking. Do check out the caveat at the end about the need to teach notetaking skills.