As an increasingly senior (i.e., “older”) faculty member, professional development efforts–whether my own or those intended for others — occupy more of my time and attention than they used to. People here began a more formalized mentoring program for junior faculty about a year ago, and recently I was one of the people called upon to dispense wisdom about teaching to some of our recent hires.
Instead of just talking at them, I decided to demonstrate some teaching via active learning by using Simon’s ABC exercise: I asked the mentees to write down on Post-It notes what they wanted to abandon, begin, and continue about their own teaching and then stick their notes on the wall. Here is a compilation of the results: Continue reading →
As my American colleagues know, the UK is a socialist paradise and it’s one of the reasons they’re all coming over later this month (the other is our workshop, which you can book a space at here).
One of the many great consequences of our enlightened political choices is the notion of ‘bank holidays’, days especially chosen to have poor weather, so that us Brits can really indulge in moaning about rain. We love it.
This weekend past was, unfortunately, a very poor example, as the sun shone for a full three days, but I braved it all, to go on a short family break on the South Coast. This included a Sunday lunch in a small pub, where (it turned out) a recent graduate of my fine university was one of the people serving us. Continue reading →
Reading Peter Scott’s piece in the Guardian today, I was struck once again by the continuing failure of policy-makers in the UK to define a clear and consistent approach to British Higher Education. While I don’t think that’s just a UK problem, as Chad’s numerous posts here can attest, it’s one that impacts more directly on my professional experience.
In essence, Scott argues that the nominal drive towards ‘improving standards’ is fatally undermined by the lack of clarity about what ‘standards’ consists of, and about who sets and checks them. Financial implications and the pressures of a globalising market make it hard to gain university-level buy-in.
But while it’s easy to be all doom-and-gloom about this, it’s also worth reflecting on the possible opportunities it brings. Continue reading →
Last night, I noticed my small notebook where I keep a note of all my ‘proper’ cycles (i.e. not the commuting stuff): it’s been three months since I last rode out in anger. At the same time, I also note it’s been pretty much the same length of time since I stopped being an Associate Dean.
No, these two things aren’t really connected, except inasmuch as how I conceptualise both of them. Continue reading →
The techniques in this series generally serve three purposes. Activities like lecture summaries and the muddiest point are generally classified as assessment techniques–methods that help an instructor check and see whether students are understanding the lesson. This is useful, but secondary to the purpose that I see them fill: when students know that they are going to be assessed at a certain point in the lesson, they have a greater incentive to
pay attention. And the process of writing down or orally reporting on what they understand or their greatest points of interest requires them to check in on their own learning. In this sense, the fact that students turn in work that instructors can quickly check to get data on understanding and comprehension is just gravy.
Today’s technique, the Minute Paper, is a great example of a tool that hits all three of these benefits.
Transforming students from passive listeners into actively engaged learners need not be a grand task that requires extensive planning. It can start with a simple decision to reserve a short period of class to review and clarify the lessons of the day. Taking us beyond the relative uselessness of just asking whether anyone has any questions, and seeing none, moving on, the ‘Muddiest Point’ technique requires students to actually think through what they do and do not understand, and forces us as instructors to ensure that comprehension is universal.