You’ve probably encountered a library research guide before—perhaps you’ve taken a course that had its own LibGuide, or consulted your department’s guide for graduate study—but have you thought about using a research guide as teaching material? Library guides are not just lists of amazing resources, though they are that, too. They’re also glimpses into particular…
In The Evolution of the Lecture I posed the question, “could we live without lectures?” and while far from the first to do so, I suggested that lectures need to evolve in our modern world. Clearly technology can enhance education, but how should it be incorporated? And, what tools are out there? Technological teaching tools…
“I imagine good teaching as a circle of earnest people sitting down to ask each other meaningful questions. I don’t see it as a handing down of answers.” – Alice Walker
“A liberal education is at the heart of a civil society, and at the heart of a liberal education is the act of teaching.” – A. Bartlett Giamatti
“I have come to believe that a great teacher is a great artist and that there are as few as there are any other great artists. Teaching might even be the greatest of the arts since the medium is the human mind and spirit.” – John Steinbeck
We’ve all been there: you walk into class with an utterly splendid lesson plan. What discussion activities you have planned! What exciting, insightful, yet accessible questions you have prepped! What engrossing and provocative issues you have to discuss! You can hardly wait to begin. Let’s go! And then it all just fizzles out. Your activities…
Rika Burnham, Elliot Kai-Kee, Teaching in the Art Museum: Interpretation as Experience. J. Paul Getty Museum; 1st Edition edition (April 19, 2011) Reviewed by Anita Nikkanen, former Departmental Teaching Fellow of Classics and Comparative Literature Teaching in the Art Museum is, as the name makes plain, a book about teaching and learning with and about the art objects…
At Grant Wiggins’ talk Understanding Understanding, he reinforced the distinction between teaching for future success vs. teaching so students learn what is taught. Which method of teaching do you practice? Which is more important?
“When you’re a professor, it’s possible to go long stretches of time without knowing what’s going on in the heads of learners. When you’re lecturing all the time and never hearing from students, you have no sense of how transfer or misconception deficits are accumulating.” – Grant Wiggins, Understanding Understanding*, 3/26/2012 * HUID login required…
Today’s guest post is from Sean O’Reilly, a PhD candidate in History and East Asian Languages. As teachers, we’ve probably all heard someone say “I’m a visual learner.” But many of us have also become aware in recent years of the persuasive research showing that so-called “learning styles” describe students’ learning preferences rather than any actual…
The Bok Blog 