Group items tagged

I've heard (and said) that small humanities classes already are "flipped", but Derek Bruff gives some examples which show that a lit class can still be flipped. Even close reading and response writing "can benefit from what Helen Shin calls "shared temporal, spatial, and cognitive presence.""

I'm intrigued by the finding that 49% of students who use their mobile devices in class have done class work with them. Of course, that doesn't address how often they use a phone for class work instead of recreation... and it does mean 51% of students who text in class have never been on task.

Instructors of introductory science classes at Kenyon face the dual challenge of historically large class sizes and the nationally low number of minority and first-gen students completing science programs. This article reviews research that makes a strong case for active learning as a more effective way to engage students in larger classes and to significantly improve the performance of disadvantaged students in those classes.

I'm intrigued by the structural approach of "pattern teaching" as a method for designing individual class sessions. Certainly seems like a useful approach for those classes where you have trouble fitting everything in (or even deciding what everything is). At the same time I'm really uncomfortable with the article's tone, which verges on "teaching is that thing which gets in the way of research."

Lynn Gillette uses a definitional grading system to prioritize meaningful preparation for class. His Class Preparation Assignments (don't call them homework!) help students learn to read disciplinary material, serve as a structure for better note taking, and allow for more discussion and active learning in his classes.

"Class visitation ... is intended to foster conversations among faculty that will lead to a deeper understanding of classroom dynamics and improved student learning." A good essay by Rick Holmgren at Allegheny College about why observing other people's classes is a good habit to develop, and some suggested techniques from getting the most out of the visit.

A useful description of a class survey and steps which can help more students be comfortable with their cameras on more often. The suggested techniques include a discussion of setting norms and addressing distractions, which could be useful for face-to-face classes as well.

An interesting idea about the flipped classroom model. The professors in the article are not only challenging the idea of class time and homework time, but the idea that the whole class needs to move through the same syllabus at the same pace. From the article: "We would rather our kids actually know 80 percent of the content, instead of being exposed to 100 percent of the content," said Bergmann.

There's a fair amount of interest at Kenyon in moving lecture out of class time. This article addresses the fine points of what you do, then, with the freed-up class time. Includes a bibliography for further reading.

Some interesting ideas for first day of class activities here. I was particularly taken by the "syllabus scavenger hunt" in which students are asked to list their big questions about the course and find the answers in the syllabus (or start a conversation about why they aren't there).

A report of a conference session in which a philosophy professor at John Carroll University presented her use of thought experiments as a signature pedagogy in her classes. (Also note the use of flipped classroom approaches to make the class time for the students to engage in the thought experiments.)

A set of concrete strategies for guiding class discussions on sensitive topics. There are also some themes which develop about the general environment for discussion, and students' understanding of the role of class discussion (as compared to other projects or homework) in the course.

An approach to class introductions, designed to start forming relationships and working on the classroom dynamic.

An approach to class introductions, designed to start forming relationships and working on the classroom dynamic.

So you've decided to "free up" some class time by using technology differently in your class. What then? This article gives interesting examples of increasing group work in a "blended" classroom, and the kind of environment which supports independent but collaborative learning.

A report on studies which show the positive impact of exercise and being in nature on subjects' creativity and mood. Next time your class begs "can we have class outside", why not suggest a discussion during a walk to the other end of campus?

This article makes a good argument for spending more time on introductions in class, and for including some metacognitive work on students' interests and self-perceptions as learners on the first day. Now personally, it takes some work to get me to buy into icebreaker activities - but I think the argument, and the techniques described, have merit.

An interesting idea for providing a daily "roadmap" of the major topics in class, starting with the first day.

The article reports on a meta-analysis of 225 studies on the effectiveness of active learning techniques in undergraduate STEM classrooms. If anybody needs more evidence that techniques to actively engage students are more effective than the traditional passive lecture and listen classrooms, this report offers compelling numbers. Students in those traditional classes are found to be 1.5 times more likely to fail than those in classes with active learning components. Students in active learning classes earn grades that are, on average, 6% better than their counterparts in traditional classes.

Another article on Active Learning.

Some excellent tips to think about if your class discussions aren't quite where you want them to be. I was particularly struck by the way some of these tips are relevant for introverts and extroverts (or other groups which might have different approaches to discussion on any given day).

Terrific example of the way your first day of class activities can act as an introduction (almost a "trailer") for the way you'll conduct the rest of the course.