Thoughts on Teaching – Transforming the Way We Teach – 6/5/19

I have been doing so much thinking about teaching this summer so far that my brain is starting to hurt. I have a lot of ideas floating around, and I’m going to keep writing about them here this summer. Some of it is so that I can get feedback, but some of it is simply so that I can have a place to keep my ideas together.

One of the things that really triggered my thinking while walking my dog last night was in a podcast I was listening to. The podcast is “Tea for Teaching,” and the episode is 17 – Online Learning.

They were discussing a lot of ideas about online teaching in general, and I could probably have a whole post here just deconstructing the podcasts I’m listening to. However, there was one section that I wanted to separate out and talk about here.

One of the hosts, John, was talking about how we struggle in class to figure out what to talk about and how we are generally taught to rely on the students having read the material ahead of time so that we can synthesize and add to that material. This is especially true in the introductory courses like my own history courses. On the question of whether students are reading, he said:

…faculty who lecture primarily, often get into this situation where they tell students to do the reading… students come to class and they ask them questions about the reading and they find students haven’t done the reading… and in response they end up going over the reading… and then students realize they don’t have to do the reading, because it’s going to be gone over in class anyway… and then the faculty realize that they’re never doing the reading so they have to do it in class…and we get this vicious downward spiral in terms of expectations of both students and faculty — where students end up not learning as much as they could be if that time outside of class was more productively used.

This is right along the lines of what I feel about the traditional lecture and why I have dropped the traditional narrative lecture from my hybrid classes in favor of project-based weekly activities in class where they have to have done the reading ahead of time to be able to discuss and participate.

I don’t have anything more to say right now about this, but I just found that to be so perfect to what I have been thinking about and doing in my classes that I just had to share. What do you think? Do you teach and see yourself in this statement? Are you a student and have had classes that look like this?

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About Scott Williams

I am an educator, community-college instructor, thinker, husband, parent of three, student of life, owner of a parrot, player of video games, voracious reader, restless wanderer, and all around guy.

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