Teaching

Teaching

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stephanie moore on Twitter
stephanie moore on Twitter
“We need to have a talk about rubrics for evaluating effective online learning. They have a tendency to regress to a mean (maybe to a minimum) and are resulting in reductive practices that border on controlling and undermine academic freedom of educators.”
·twitter.com·
stephanie moore on Twitter
Charles Logan on Twitter
Charles Logan on Twitter
As a new academic year approaches, I urge institutions & educators to abandon online proctoring. It's racist, ableist tech that entrenches pedagogies of policing. Need evidence for abolishing online proctoring? Visit the Against Online Proctoring Library: https://t.co/p27UxMGJ5y— Charles Logan (@charleswlogan) August 14, 2022
·twitter.com·
Charles Logan on Twitter
Joshua Eyler on Twitter
Joshua Eyler on Twitter
“The author of this travesty clearly has no idea what DEI means, so we gain very little from pushing back, but since people are reading it, I wanted to address the flippant ?s he asks about whether *all* faculty should be asked to show evidence of working toward DEI goals. 1/x”
·twitter.com·
Joshua Eyler on Twitter
Death to the Syllabus! by Mano Singham
Death to the Syllabus! by Mano Singham
This article of mine appeared in the journal Liberal Education, vol. 93, no. 4, Fall 2007, p. 52-56 and garnered a huge response in the educational community. Death to the Syllabus! {AD}
·freethoughtblogs.com·
Death to the Syllabus! by Mano Singham
Deliberate Practice: Three Steps (Webinar)
Deliberate Practice: Three Steps (Webinar)
In this hour long webinar, Drs. Daryl Chow and Scott D. Miller review three steps for using deliberate practice to improve your therapeutic effectiveness. Midway during the recording, they address questions from the participants who joined the webinar live on May 16, 2022.
·youtube.com·
Deliberate Practice: Three Steps (Webinar)
Reverse Steering Bike on National Geographic Brain Games
Reverse Steering Bike on National Geographic Brain Games
I learned how to ride a reverse steering bike, by riding it exclusively for two weeks. Here are the results. As a freestyle bmxer I had similar experience with the steering when rolling backward, so that helped. I think rather than over writing old neuro pathways my brain had to disassociate the familiar pathways with the experience, create new ones and apply them to the similar but variant conditions of the reverse steering bike. Fun. Grateful for the experience to learn to ride a all over bike again.
·youtube.com·
Reverse Steering Bike on National Geographic Brain Games
Group Work
Group Work
Many students have had little experience working in groups in an academic setting. While there are many excellent books and articles describing group processes, this guide is intended to be short and simply written for students who are working in groups, but who may not be very interested in too much detail. It also provides teachers (and students) with tips on assigning group projects, ways to organize groups, and what to do when the process goes awry. Some reasons to ask students to work in groups
·bokcenter.harvard.edu·
Group Work
Teaching-Learning-Assessment Framework
Teaching-Learning-Assessment Framework
AAC&U’s Teaching-Learning-Assessment (TLA) Framework is a web-based tool developed to help campuses build capacity and lead institutional transformation to Ensure Students Are Learning, as part of the Guided Pathways model for student success.
·aacu.org·
Teaching-Learning-Assessment Framework
Corinne Gressang on Twitter: "In my course on The Holocaust, I gave my students the choice between a final project and a final exam. I feel weird about testing them on genocide. 11 chose the final project, 9 chose the exam. Here is the breakdown of what my brilliant students did: #pedagogy #unessay" / Twitter
Corinne Gressang on Twitter: "In my course on The Holocaust, I gave my students the choice between a final project and a final exam. I feel weird about testing them on genocide. 11 chose the final project, 9 chose the exam. Here is the breakdown of what my brilliant students did: #pedagogy #unessay" / Twitter
·twitter.com·
Corinne Gressang on Twitter: "In my course on The Holocaust, I gave my students the choice between a final project and a final exam. I feel weird about testing them on genocide. 11 chose the final project, 9 chose the exam. Here is the breakdown of what my brilliant students did: #pedagogy #unessay" / Twitter