Your muscles, brain, and course syllabus all have something in common.
Telling Berkeley’s story about teaching and learning, across campus and in the public sphere.
Teaching is at the heart of what we do—feeding our collective hunger for knowledge and knowledge sharing. In an effort to enhance teaching-focused dialogue on the Berkeley campus, the Center for Teaching and Learning (CTL) brings you the Berkeley Teaching Blog. See our guidelines and submission policy.
August 20, 2015
August 10, 2015
You’ve just finished teaching your class for the day and head home. You sit down for dinner, and a loved one asks, “How was class today?”
How do you respond? The answer may be revealing.
May 15, 2015
How do you teach your students to function effectively in teams?
May 10, 2015
It is not news to anyone teaching in higher education that Student Evaluations of Teaching (SET) are a hotly debated topic. Their validity and reliability are often called into question, particularly since they are typically the primary source of evidence used for merit and promotion decisions in regard to one’s teaching effectiveness.
March 20, 2015
At a recent pedagogy workshop, a senior faculty member gently pulled me aside. So as not to disturb his colleagues who were working on a prompt I had given them, he whispered, “This stuff is great. It really is. I’m going to use this in my class. But, what’s really concerning me right now is that I’m teaching a class of mostly freshman, mostly around 18-20 years old, and I’m 50 years older than they are!
January 20, 2015
- Pattern shifting is the active pursuit of uncovering new purposes and potentialities for engaging students in learning. A very simple re-ordering can reveal relatively easy methods to teach more from your strengths and more actively engage students in the class.
Let’s play a little Jeopardy-style game. The category is “Grade Disputes, Questions, and Re-Considerations.” Here’s the answer:
A Delorean, a hot tub, a mailbox, and a phone booth
What’s the question?
“There’s one week left in the semester and I can no longer mathematically earn an A in this course – how can I get an A?”
November 30, 2014
“Our romantic notion of the professor is so tied to a sense of the transitive mind, a mind that, in a sense, is always at odds with the body” – bell hooks (1994, p. 137)
RRR Week always brings with it the challenge of figuring out what to do with/for students that will be helpful in preparing them for whatever final exam or capstone project is required in your course. Sure, anyone can encourage students to read, or hold an extra office hours or plain old review session.
November 29, 2014
As we approach the end of another semester, it is common for students to turn in drafts of papers, projects, and assignments for some kind of review before the final product is due. It would be typical for a blog, then, to note something like the top 10 or top 5 ways to promote student development through feedback that both instructs and motivates.
November 18, 2014
With the possible exception of presentations, there are few things that happen in a student’s academic career that stress them out more than final exams. One source of frustration for both students and faculty alike is when faculty believe an exam has been written fairly and yet students have done poorly.
August 25, 2014
Oh, god, I'm going to quote Mr. Spock, from the episode "Is There in Truth No Beauty?"
Dr. Miranda Jones: The glory of creation is in its infinite diversity.
Spock: And the way our differences combine to create meaning and beauty.
August 8, 2014
I carried out an experiment in teaching Physics in a flipped environment: students listened to my recorded lectures on their own schedule, and we did conceptual problems in the classroom, using clickers to facilitate peer instruction. This left time in class for microlectures on topics in Unsolved Problems in Physics and Astrophysics — the beating heart of Physics as Physicists experience it. A pool of ungraded quantitative problems was a
May 15, 2014
Summer is approaching, graduation is at hand, and on a campus like Berkeley, faculty colleagues are understandably relieved and excited…very excited. No class. No office hours. No professional time split amongst priorities. It is research time.
April 20, 2014
“Learning from mistakes is probably the most familiar form of learning for every human being. Every time we make a mistake, i.e., we suffer from an inconvenience due to our behavior, we try to modify our knowledge about the world in order to avoid suffering again in the future for the same reason.“
-Giordana & Serra, 2001
March 17, 2014
Last year, a faculty member in a great state of dismay visited me. He had received his student mid-semester evaluations and they were, in his words, “disheartening.” He went on to tell me how brutal they were; how the students attacked some statements he made in class, questioned his feedback on work, and disliked the readings he selected. I asked him how many students were enrolled – 70 students.
February 13, 2014
Chagrin: “Ugh, I have to learn another LMS?”
Procrastination: “Develop my class first, worry about this later. Wow, my bathroom sink really needs to be cleaned.”
Overwhelmedness: “OMG! bCourses is ridiculously detailed and difficult to navigate! And all that great material I’ve carefully built into bSpace over the years…LOST!”
February 10, 2014
It’s 2pm on a Tuesday, and as you walk into your classroom to set-up to teach, filing past the herd of students from the previous class making their way out, you overhear a couple students talking excitedly about the questions posed during the last hour. Another group of students shuffling out debates the best way to solve a particular equation.
January 20, 2014
Theory, argument, archive. Method, stakes, implications. These are among those things that graduate studies in the Humanities aim to teach. Add in an attention to, and an accounting for, silences, obfuscations, gaps, missed opportunities, and the like, and you have the makings of a fairly standard heuristic for effective graduate reading in the service of effective scholarly writing.
January 15, 2014
1. Every talk needs a story.
The introduction should introduce your audience to the problem you’re trying to solve. By the end of it, your audience should know what the problem is and be convinced that it’s an important problem worthy of your time and effort. Establish what you hope to accomplish.