It is easy to get stuck in a rut and use the same instructional approaches day after day, and semester after semester. The current Scholarly Teacher blog was contributed by Mark Hofer, College of William and Mary, and presents another way to expand our teaching practice by planning activities and assignments that pair student cognitive activity with student engagement. Many of these strategies may be quickly integrated into an existing class. Of course, as you begin to think about the 2016-2017 academic year, this post may inspire you to mix things up a bit by including a few new teaching strategies or rethinking a particular course assignment for improved student learning.
Month: February 2016
With half of the semester behind us and half of the semester yet to come, it is easy to feel stress and strain. Are you connecting with students? Are they really “getting it”? Is this class “working”? Sometimes it easy to think that students participate less in a required course – because they just aren’t interested and aren’t going to be interested. Or perhaps there is a disconnect because the group dynamics or the students are tired before they even get to class. When things aren’t going as we had planned, and it feels like an uphill battle, it is easy to resign ourselves to the situation and simply count down the remaining class periods. Rather than abandon hope, Jay Rozema, Missouri Valley College, shares how He changed everything when he came to understand that teaching is like fishing. He doesn’t want you to “cut bait” but rather use your expertise, wisdom, and patience to set a winning attitude in the classroom through mindful teaching.