October 22, 2015 No comments exist

In the October 22, 2015 Scholarly Teacher Blog, Adam Kuban (Ball State University) discusses a course in which he developed in collaboration with local law enforcement. Identification of important aspects of teaching a transdisciplinary course, along with important outcomes are also discussed.

October 12, 2015 No comments exist

The October 12, 2015 Scholarly Teacher Blog focuses on the differences between the “instructional paradigm” and the “learning paradigm.” In this blog, Michael Wallace and Gail Grabner (University of Texas – Austin) provide a framework for thinking about moving classrooms from traditional lectures to learning experiences with more engaged students. The authors also place the learning paradigm in context of the flipped classroom.

September 24, 2015 No comments exist

The September 24, 2015 Scholarly Teacher Blog focuses on internet-based resources to effectively complete formative assessments. The use of formative assessments has consistently demonstrated improved student learning.  Trish Harvey and Vivian Johnson (Hamlin University) provide three categories of assessment tools that can be used to provide formative assessments: backchanneling,  student responses, and infographics. Within each of these three categories, Harvey and Johnson provide several digital tools that might be used to provide student feedback as part of the formative assessment.

September 11, 2015 No comments exist

The September 10, 2015 Scholarly Teacher Blog focuses on a 5-step model outlining a pedagogical process designed to transition essentially any course into one that promotes critical thinking within a learner-centered environment. Barbara Limbach and Wendy Waugh (Chadron State College) walk the reader through the steps to promote critical thinking and also provide valuable references to a number of tools that can be used in this process.

August 27, 2015 No comments exist

In this post by Todd Zakrajsek, Associate Professor in Family Medicine at the University of North Carolina at Chapel Hill, shares a teaching strategy long used in clinic situations: The One Minute Preceptor Model. This model has 5 steps that effectively both teaches and gives feedback in a very short period of time. The One Minute Preceptor has massive potential throughout a wide variety situations, including reporting out from group work, internships, individual responses during class, and field spot checks.