Monthly Archives: August 2017

Disobedient Teaching

Posted on August 31, 2017 by Clinton Golding

Welby Ings (2017) Disobedient Teaching, Otago: University of Otago Press.   Welby Ings doesn’t tell you how to be a teacher, he shows you who you can be. Disobedient Teaching was profound not because of what Ings was saying but … Continue reading →

Posted in Book review, Learning to teach | Leave a comment

Big picture or detail? Where to start course planning?

Posted on August 27, 2017 by Clinton Golding

Sometimes we organise our courses according to a hierarchy of learning outcomes, such as Blooms Taxonomy of Learning Objectives. We use the hierarchy to identify the level of outcome we want from our students: Do we want them to merely … Continue reading →

Posted in Planning teaching | Leave a comment

Let me be clear! How can I tell when I need to clarify my writing?

Posted on August 13, 2017 by Clinton Golding

I taught a workshop for supervisors recently about assisting your students to write. I said that one reason why our students write badly is because they cannot tell whether their writing is good enough. When they read their own writing … Continue reading →

Posted in Postgraduate education, Reflection and improvement, Writing | Leave a comment

Framing your advice for thesis writers: What would your examiners think?

Posted on August 3, 2017 by Clinton Golding

I stumbled across a useful trick for cultivating good writing for thesis students. If I frame my writing advice as ‘this will help you deal with your examiners’ then thesis students are more likely to act on the advice. My … Continue reading →

Posted in Postgraduate education, Writing | Leave a comment