Without a , It’s just a Machine *
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Without a , It’s just a Machine *
Part 1 in this blog series (http://teaching.berkeley.edu/news/opportunities-digital-pedagogy-part-1) discussed the opportunity digital pedagogy provides to reflect on why you teach the way that you do and to explore current learning theories. In addition it listed a few books that you might find interesting in further developing your teaching practices.
It’s October which is National Cyber Security Awareness Month so we’ve all heard from our IT colleagues about how we should avoid being lured into a moneymaking scheme, being hacked, or having a ransom note for all our data suddenly appear on our computer screen. But it’s the everyday disasters that we create for ourselves that should put fear into our hearts.
Being located in such proximity to Silicon Valley and the start-up culture that permeates the region means the term “innovation” gets thrown around quite often. But,what does innovation mean for teaching and learning? We can often see it easily when embodied in a new financial app, or furniture product design. It gets trickier when we look at pedagogy.
As a new semester approaches, and demands on your time grow exponentially as classes commence, it's important to exert some sense of control over the chaos that ensues. The best way to do that is to utilize teaching time savers - 8 of which are highlighted here - that may not just save some time, but add value to teaching and learning as well. Work smarter, not necessarily longer...
Let’s see a show of hands: Are you a great teacher? (hint: you can be)
Have you ever felt like not matter how hard you try, the students just aren’t getting it?
Have you ever felt like teaching is a constant uphill challenge, that rarely let’s up - and you’re still waiting to see the other side?
Have you ever felt like being an “excellent” teacher is somewhere between elusive and impossible?
For the last several decades many in the field of Education focused on what word should precede the word “learning”. Should it be “traditional”, “online”, “blended”, “hybrid”, or in some cases, just a letter, like “e”? Many of those same words have also been put in front of the word “teaching”.
This note describes a method for critiquing student work (and colleagues’ drafts, come to think of it) that greatly increases the efficiency of the process compared to written comments. I discovered it by accident, when I graded a bunch of papers on a portable dictating machine while traveling, back in the day when professors didn’t have laptops but did have assistants. I gave the tape to mine to transcribe.
This memo describes a mechanism for evaluating class participation in courses where it matters, refined and developed over a couple of decades but surely not perfected.
The concept of early and ongoing check-ups is simple, and applies readily to our teaching in the form of feedback. It’s early in the semester, but it's never too early to do a thorough systems check to make sure the students, course, and you are ready for takeoff (or need to circle back for a quick fix).
If everything went perfectly for your class this semester, there’s no need to read on, because you shouldn’t change anything. For the rest of us mortal instructors, there is rarely, if ever, such a thing as a perfect class. Teaching is a practice of constant iteration and improvement, never a destination.
The lecture has long been a topic of rich debate in the field of education. Questions about should we, or shouldn’t we lecture persist. I’d like to argue that it’s not quite so simple, and a reductionist approach to determining the value and use of lecturing eliminates insight into good pedagogical practice overall, and the real value of the tool itself as a mechanism to promote student learning.
Pure and simple, I love teaching using technology. It gives me an opportunity to “be there” when a teachable moment occurs without having to be in the same place as my students. It allows me to see beyond their eyes and into the minds of each of my learners. And yes, it allows me to teach from the beach, the mountains, and from home when my family needs me.
You’ve likely heard some variation of the adage before. It goes something like this: “Don’t practice until you get it right. Practice until you can’t get it wrong." While often used in athletic circles, the origin of the phrase (as best we can determine) is actually found in education in 1902.
Your muscles, brain, and course syllabus all have something in common.
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.
How do you teach your students to function effectively in teams?
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.
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!