The April 27, 2017 Scholarly Teacher Blog chronicles a journey toward online teaching and learning. Tracy Smith (Appalachian State University) describes her trepidation as she used what she had learned over many years of teaching in traditional classrooms and entered the world of hybrid and fully online teaching. As she notes in the post, she was not a willing participant at the beginning of the journey, but in the end she didn’t migrate her teaching to the online environment, she changed everything and grew as a teacher. Discussion questions are included with this blog post. These questions are provided at the end of each blog to stimulate conversations in department meetings, teaching seminar courses, or faculty development discussions.
Author: Scholarly Teacher
The April 13, 2017 Scholarly Teacher Blog challenges a common conception that those who are not talking in the class are introverts. In this blog, Todd Zakrajsek (University of North Carolina at Chapel Hill) notes 10 different reasons students may resist responding to questions or participating in group discussions and some considerations in helping students to feel more comfortable contributing in class. This blog also launches a new feature of the Scholarly Teacher Blog – discussion questions. These questions are provided at the end of each blog to stimulate conversations in department meetings, teaching seminar courses, or faculty development discussions.
Some students who are very bright do not thrive in the typical classroom environment. In this Scholarly Teacher Blog, Ellen Fiedler asks us to consider who the student is, not what she or he does. This opens up a whole new possibility of giftedness and gives your stealth-gifted students an opportunity to really learn. Included in this blog are strategies faculty may use to lure stealth-gifted individuals more fully into the shared classroom experience.
Marla J.Thompson, Department of Business Life University Educators have the opportunity to improve the student experience by incorporating contemporary culture and real life experiences into the core curriculum. This is particularly noteworthy considering the findings in Toppo’s (2015) recent USA TODAY article, noting reasons that impact students’ inability to learn. For example, Toppo notes work…
In this Scholarly Teacher Blog Todd Zakrajsek (Associate Professor, University of North Carolina) a long-time supporter of active and engaged learning proposes that it is time to differentiate passive learning from being in passive environment. Arguing that all learning is active, this blog suggests how to maximize learning in both active and passive environments.