Last week in my First Year Seminar classes, we focused on questions. Together with my student, we discussed the difference between “low-level” and “high-level” questions; the difference between who, what, when, and where questions and the how and why questions;… Read More ›
In my First Year Seminar classes I spent time in three of the four classes (totally forgot in one of them we were having so much fun getting to know each other – bell hooks calls this “engaged pedagogy”) asking… Read More ›
Recently, I have been re-reminded of the power of ending classes with a 5-10 minute discussion where each student names one thing they learned during the lesson that day. The only rule is they can’t name something another student has… Read More ›
A lot. Working memory (or short-term memory, using now-dated terminology) last a matter of seconds and can hold 7±2 chunks of information before it is gone forever, unless we make special efforts to transfer that information into long-term memory. But what about all… Read More ›
Class discussions provide amazing opportunities for students and professors to learn. Creating conditions for productive class discussions is sometimes difficult. This Fall 2015 semester I am going to try using the roles that follow to facilitate more productive conversations. The… Read More ›
How can we help students read and analyze scholarly works, successfully?