This week’s post builds off of last week’s entry on Project Based Learning. The link below takes you to The Buck Institute for Education’s blog, where the essential elements of project based learning design are laid out. The Buck Institute is a national leader in developing and training teachers in Project Based Learning; I’ve found their resources very helpful!
This week’s article from EDWeek is about how and why teacher-preparation programs need to include training in implementing Project Based Learning. Even if you’re not engaged in preparing future K-12 teachers, there’s a lot of useful information here, particularly “5 Key Practices of a PBL Teacher”. Projects are difficult to implement, but can be transformative for courses and students.
This post from The Chronicle is over a year old, so some of the mentions of technologies and services may be out of date, but the advice is sound. Academics ought to take charge of their digital identity, not only to increase there visibility, but also to model this behavior for students.
The UTA library has many services that can help, including the Division of Scholarly Communication. There’s also the Domain of One’s Own initiative from the LINK lab, which allows faculty and students to grab their own web domain for free!
Maybe it’s the philosopher in me, but I think starting class with a question is a great idea. Put something up on the board or projector for the students to think about as they come in the door.
This particular idea focuses on multiple choice questions as a way to start class. It also involves a bucket, a mystery box, and contemporary art. Click through to find out a new way to start your class with a question.
To be honest, I think the title of this Faculty Focus post — “Flipping Large Classes” — is misleading. It’s not really about flipping, it’s just a few good engagement/in class group work strategies that can work in large lecture halls. My own pedantry aside, there’s still some good advice here, including a variation on the jigsaw activity and something called “six thinking hats.” Actual hats are, fortunately, not required.
The blog of the American Philosophical Association regularly hosts a “teaching workshop,” where reader questions about teaching will be answered. I am a philosopher, so I appreciate this discipline specific approach. But much of what is said is just good teaching advice. The most recent workshop features questions and answers about group work, team-based learning, and allowing students to revise work.
The following post from Edutopia is written by a student who just graduated from a high school in Nashville. While some of the advice is geared toward K-12 teachers, much of it is relevant for those of us who teach undergraduates as well. Work can be “displayed” electronically via portfolios or blogs. Students can be given choices in topics for papers or even entire project formats while maintaining rigor. But, most importantly, is establishing relationships with the students we teach.