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Alex Fink

Diversity - 1 views

jan.ucc.nau.edu/...Diversity.html

diversity inclusive teaching learning pedagogy higher education highered

shared by Alex Fink on 15 Nov 13 - No Cached
  • when we teach merely in traditional ways we probably discriminate strongly on grounds quite different from those we intend
  • They have tended to come disproportionately from high schools that were not heavily oriented towards college preparation.
  • He told them that homework would be easy both because their math scores showed that they were ready for calculus and because the class would prepare them to do the homework before it was assigned.
  • ...11 more annotations...
  • they were required to do peer checking
  • There thus were no differences in ability, industriousness, motivation, or background that were not totally nullified by making the social systems work more equitably for academic achievement.
  • There the grade point average for minority students is 3.53 whereas that for other students taught the regular way, but taking the same exams, is 1.67.
  • If students go to a good, college preparatory, secondary school they learn that expectations and literary conventions vary radically among disciplines.
  • My own experience also illustrates the idea that students are often bright enough and hard-working enough to do well in class, but lack a clear understanding of what it is we want them to do.
  • They suggested that currently the major function of higher education was to sort the children of the upper classes into positions in which they would remain well off while convincing most of the children of the poor classes, first, that they were either unable or unwilling to do what it took to obtain a professional job and, second, that the system was fair and unbiased.
  • The question, however, is whether we assess in ways that eliminate as freshmen or sophomores most of those who come to us without these upper-middle-class skills in place or whether we should teach them the skills during the time they are in our programs, fostering them in freshmen and assessing them in seniors.
  • How do you grade if some or all of you can teach in ways in which no students make marks as low as those that you used to call F?
  • This raises the question of whether it has already become immoral to teach without extensive use of the active learning techniques that so enhance performance
  • The evidence that these alternative pedagogies are more effective and equitable is now so strong that it seems to me that the burden of proof has shifted. As a consequence, I would suggest that any faculty member offering (and any administrator supporting) a straight lecture course might be required to show that it is at least as effective in producing student learning as it would be if enriched with a generous admixture of these nontraditional approaches.
  • switch from seeing our roles as sorting out the unfit to seeing our roles primarily as coaches striving to maximize the success of all students in mastering our disciplines and attaining the a truly liberal education.
Alex Fink

Texas Tech University - Teaching, Learning, and Professional Development Center - 0 views

www.tlpd.ttu.edu/...eatingEffectiveAssignments.asp

teaching learning assignments assessment pedagogy higher education highered

shared by Alex Fink on 15 Nov 13 - No Cached
  • helping us measure whether our students have really learned what we want them to learn
  • ave they experienced “socialization” in the culture of your discipline
  • Do they know how to conduct research?
  • ...16 more annotations...
  • What kinds of writing or work have they previously engaged in? 
  • the purpose of the assignment. Even though you know why the assignment is important and what it is meant to accomplish, you cannot assume that your students will intuit that purpose.
  • you should define for them the “rhetorical or cognitive mode/s” you want them to employ in their writing (Flaxman, 2005)
  • define the audience you want your students to address with their assignment, if possible – especially with writing assignments
  • you will also need to articulate clearly the logistics or “business aspects” of the assignment
  • clarify your evaluation criteria for the assignment. What elements of content are most important? Will you grade holistically or weight features separately? How much weight will be given to individual elements, etc?  Another precaution to take when defining requirements for your students is to take care that your instructions and rubric also do not overshadow the content; prescribing too rigidly each element of an assignment can limit students’ freedom to explore and discover
  • Do provide detail in your assignment description
  • Do use open-ended questions.
  • Do direct students to appropriate available resources. Giving students pointers about other venues for assistance can help them get started on the right track independently.
  • consider providing models– both successful and unsuccessful models (Miller, 2007)
  • consider including a way for students to make the assignment their own
  • assignment is substantial or long, do consider sequencing it.
  • Do not ask too many questions in your assignment.  In an effort to challenge students, instructors often err in the other direction, asking more questions than students can reasonably address in a single assignment without losing focus.
  • Do not expect or suggest that there is an “ideal” response to the assignment.
  • Do not provide vague or confusing commands.
  • Do not impose impossible time restraints or require the use of insufficient resources for completion of the assignment.
Alex Fink

Publication: Teaching and Learning: the International Higher Education Landscape - some... - 0 views

escalate.ac.uk/3559

teaching learning higher education international education learning&teaching

shared by Alex Fink on 22 Aug 13 - Cached
  • Alex Fink on 22 Aug 13
     
    "Teaching and Learning: the International Higher Education Landscape - some theories and working practices"
Alex Fink

Twenty Ways to Make Lectures More Participatory - 0 views

isites.harvard.edu/...TFTlectures.html

lecture participation CTL education teaching learning theory pedagogy learning&teaching

shared by Alex Fink on 22 Aug 13 - Cached
  • Alex Fink on 22 Aug 13
     
    "TWENTY WAYS TO MAKE LECTURES MORE PARTICIPATORY"
Alex Fink

A Simple Guide To 4 Complex Learning Theories - Edudemic - Edudemic - 0 views

www.edudemic.com/...to-4-complex-learning-theories

pedagogy learning infographic theory education CTL teaching

shared by Alex Fink on 22 Aug 13 - No Cached
  • Alex Fink on 22 Aug 13
     
    "A Simple Guide To 4 Complex Learning TheoriesBy"
Alex Fink

NSSA - Heutagogy: It Isn't Your Mother's Pedagogy Any More - 0 views

www.nssa.us/...2007-28-1-04.htm

heutagogy andragogy pedagogy education teaching learning CTL resource

shared by Alex Fink on 22 Aug 13 - Cached
  • Alex Fink on 22 Aug 13
     
    "Heutagogy:  It Isn't Your Mother's Pedagogy Any More"
Ilene Dawn Alexander

POD Network Resources - 0 views

podnetwork.org/...other-resources

resources

shared by Ilene Dawn Alexander on 22 Aug 13 - No Cached
  • Ilene Dawn Alexander on 22 Aug 13
     
    Page provides links to three resources: * Customized Google Search of Faculty Development Center Websites - * National Teaching and Learning Forum - essays on T&L topics * IDEA Papers - short form lit review + ideas for use
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