…here pedagogy seems to be invisible: seminar participants run the conversation themselves, pursuing the unfolding dialogue ideally through non-hierarchical interactions.
Two weeks ago I shared part of a post by Maryellen Weimer, titled, “Students Think They Can Multitask. Here’s Proof They Can’t.“
Today I’d like to meander in a slightly different direction. A post I came across by blogger and associate professor of psychology, Erica Kleinknecht, suggests otherwise. It seems that students can multitask, in a way, if, as Kleinknecht phrases it, the task they are engaged in is “rich with detail that can serve as cues for later memory retrieval.”
Two things I wanna share with you.
First, a colleague of mine, Jocelyn Sakal Froese, tells about her first-tutorial tactics here, on her blog Surviving Till Sunday. This is a TA who won the CUPE 3906 TA award in 2012 (for which she was nominated by her students). This is a TA who is constantly giving me new ideas and insights into teaching & learning. She is a thoughtful, reflective, and intentional teacher. As she half-jokingly puts it in her “First Day Jitters, Redux” post, she “advocate[s] for DOING A THING” in tutorials, because she wants “dynamic” activity and learning in her classrooms.
Second, delightfully snarky Katherine Firth writes a blog called Research Degree Voodoo. She has embarked upon a project she dubs “Writing the Article Series,” in which she live blogs the writing of an academic article. The first post of the series can be found here, but my favourite post so far is the one in which she sums up her “progress” mid-way through the process with:
So this series so far seems to be: and then I made a plan, and then the plan didn’t happen, and then I made a plan and then I did less work than I planned.
Ha! Sounds familiar, doesn’t it?! I love Katherine’s blog for this scathing honesty, and for her incredible ability to write a “scholarly” blog in a non-scholarly style. She writes just as you imagine she might speak; her voice is conversational, witty, and a downright relief amidst all the academic “mumbo-jumbo”–the term she uses to describe academic-speak in her “About” page.
I found myself completely confused, mouth agape, as I stood in line at McMaster’s Wellness Centre this week. I was looking at one ad of what I now know is a series produced by the Alberta government. The ad reads: “Crotches Kill.” I stood there at the Wellness Centre, eyes darting from the bold letters (can we call it a slogan?), to the image of the lady looking really happy about (with?) her crotch; then my eyes dropped a bit, taking in the assortment of free condoms placed just below and to the left of the ad, and then they darted right back to “CROTCHES KILL.” WTF, right? W. T. F.
Okay, so eventually I figured it out. Texting can be a fatal distraction when you’re DRIVING! (I was worried for a minute there, that it might be catching, or something. But no (phew!), texting is not an STI!).
A great post from blogger Maryellen Weimer compels us to ask, however: Can texting be a fatal distraction from LEARNING?Continue reading
On the limits of empathy in pedagogy, this post starts with a query from Deborah Britzman before moving into a consideration of a 1993 article by Anne DiPardo, Professor of Education at the University of Colorado. DiPardo’s account of a semester-long relationship between a student writing assistant at a college writing centre and a student learner is thought-provoking.
An end-of-the-year round up of some ideas for change in your classrooms, from ambling through your lectures to student-built YouTube playlist responses to their readings.
Considering some potentially fruitful connections between the gym (gah!) and large classrooms.
By way of a consideration of chickens, chicken tractors and YouTube, this first post of 2013 considers how instructors are tackling ever-growing class sizes in their lecture halls. Trust me, these things make sense together.
Oh joy of joys, today I came across a wondrous thing: a public exhibition showing just how incredibly engaging and productive creative response assignments can be in higher ed. Please, please check out Photosponse, English 365: Photographic Responses to 18th-century Texts. Photosponse, English 365 is a portion of a private class blog made public because, as the “About” page states, the student artwork is “just too good.” I swear, people, the proof is in the pudding, and this pudding is delicious. Creative assignments, especially ones that ask for some sort of critical reflection to accompany them, work.