Monthly Archives: October 2013

Horror Stories from the Classroom Visual Notes

If you missed the Talking About Teaching on October 25th, in which four of our wonderful instructors shared their horror stories, you are in luck because we have visual notes. Click on the images below to check them out.

Assignment Sabotage
Jennifer Mather

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Take the Sick Day
Robin Bright

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The Presentation that Opened Eyes
Andrea Glover

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Classroom Uprising
Maureen Hawkins

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Philosophy of Education Visual Map

The following link is a great resource to look through and learn about where different educational philosophies formed, and how they were formed. From Kant to Pavlov and Skinner, even down to the philosophies that founded Beacon Hill School, this map is a great resource for discovering aspects of teaching philosophies that could be integrated into your own philosophy

http://cmapspublic3.ihmc.us/rid%3D1196256709922_36526043_8120/Education%2520Philosophy.cmap

This map may spark your interest in different teaching strategies and philosophies. Be sure to check out the information we have right here on the Teaching Centre website for more information. Behaviourism, Connectionism, Constructivism and more are covered on the resources linked below.

http://www.uleth.ca/teachingcentre/styles-strategies-and-theories

 

Why would I use Twitter in my course? And how would I implement it?

Twitter is a microblogging tool that has been growing in popularity for many years. It allows users to easily share photos, videos, comments and links. If you are unsure how twitter works, check out the links below.

http://www.wikihow.com/Use-Twitter

So how can 140 characters posts in a social media tool be useful to you and your student?

Below are some ways you might think about integrating twitter into your course. This is not an exhaustive list, but there are resource links at the end of this article that provide some other options not explored here.

Continue reading

Master Your YouTube Resources

When we set up our LMS (Moodle course) or a blog for a course, there are often times great resources available on Youtube that we would like to use. However, like many online services, we do not get the options we need to implement the video in an relevant manner.

The following resources will help you become a YouTube master. Tips related to setting the video to play at a specific start point, to disabling the related videos that show when you embed a video are available in the online resources below.

6 Youtube URL tricks
http://lifehacker.com/the-six-best-youtube-url-tricks-1422544868

YouTube Trickery
http://chronicle.com/blogs/profhacker/youtube-trickery/52661

Try out these tips and tricks for yourself.

Are Closed Book Exams Still Relevant?

An interesting post to the ProfHacker section of The Chronicle of Higher Education asked it’s audience and interesting question recently.

Knowledge is changing. In the world of print knowledge, internalized knowledge of facts once signaled expertise. But in the age of smartphones, Google and Wikipedia, this knowledge is now at our fingertips. How important, then, is it for our students to have this knowledge memorized?

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One Professor’s Teaching Philosophy Inspired an Active Learning Manifesto

Active learning is often viewed as being a guide on the side rather than a sage on the stage. However, a Chronicles of Higher Education article by Jason Farman seems to take a different approach to active learning.  In an article titled A Manifesto for Active Learning, Farman walks us through his teaching philosophy and some finer points about active learning, including the lecture.

[I] consider lectures as a component of achieving my first goal: teaching my students how to learn. If I can spark their intellectual curiosity about a subject and teach them how to actively pursue knowledge about that subject—and that’s all I’ve done in a semester’s time—then I consider myself a successful teacher.

– Jason Farman
Chronicle of Higher Ed, – October 3rd, 2013

Farman’s manifesto doesn’t just speak about what he does in the class to incorporate active learning, but he also speaks about the learning that occurs outside the classroom. The full article is available via the link below.

http://chronicle.com/blogs/profhacker/a-manifesto-for-active-learning/52705

Fostering Inquiry

The Calgary Science School is a charter school in Calgary that does things a little differently. There goal is to get students to think about everything from a scientific perspective. In every subject matter they push understanding the ‘why’ and the ‘how’.

We focus on more than just science education. Rather, we’re trying to embed the disposition of a scientist into everything we do — we want everyone in our community doing research, critically thinking, and collaboratively building knowledge.

As these students progress into post-secondary I can’t help but wonder if they will have an advantage in answering the why and the how of certain subject matter, or if they will have an advantage simply because they have been educated to realize that the ‘why’ and ‘how’ is more important than getting the answer to #1 correct.

What do you do with your students to help foster a sense of inquiry?

Below is a link to an article that talks more in depth about the the Calgary Science School and what they are attempting to do with their students. Although this is not a post-secondary institution, there are some great lessons to be learned from this K-12 instituion.

http://www.edutopia.org/blog/inquiry-project-based-learning-action-research-suzie-boss?page=6