Author Archives: Clinton Golding

About Clinton Golding

Clinton Golding is Associate Professor at the University of Otago Higher Education Development Centre. His previous positions include Philosopher in Residence at Rangitoto College in Auckland, and Thinking Coordinator at Queen Margaret College in Wellington and St. Cuthbert’s College in Auckland, where he worked to develop the thinking of staff and students. He was also a senior lecturer at The University of Melbourne where he received 5 local and national teaching awards.

My student complains I don’t give enough feedback, but I give lots of feedback!

Here is my reflective, diagnostic process for figuring out what to do. My initial analysis of the situation: Although my feedback practices normally work for my students, they aren’t working for this student. I need to diagnose what the problem … Continue reading

Posted in Postgraduate education, Reflection and improvement

Learning is a journey

My colleagues and I have been researching student conceptions of learning using a research method called photovoice (Wang &Burris 1997; Wang 2006). Students take photographs that metaphorically represent learning, and then talk about what they have depicted. To prepare for a … Continue reading

Posted in Learning

How do you judge whether someone is a good teacher?

Judging teaching is like diagnosing measles. There are many things that can indicate measles, but no single indicator is proof of measles. A few spots doesn’t mean you have measles because there are plenty of other reasons why you might … Continue reading

Posted in Evaluating Teaching

Disciplined learning, when students are reluctant to tackle the tasks we assign

Sometimes we ask students to do a series of tasks that are necessary for their learning, but which they would rather avoid. For example, we might assign readings for every class, or ask them to complete weekly reflections, or to … Continue reading

Posted in Learning, Planning teaching, Students

Heartening a disheartened teacher

Sometimes a teacher gets disheartened, jaded or discouraged when they struggle to improve their teaching without result. They might think “I’m just a bad teacher”, “I’ve already tried that”, “Nothing works for my students”, “It’s not my fault”, or “I … Continue reading

Posted in Mentoring

What methods should I use in my teaching?

How do I decide whether to teach using case studies or key readings, whether to offer a lecture or to use the allocated time for directed problem solving? Should I assign practice exercises, and should they be completed individually or … Continue reading

Posted in Planning teaching

That’s a good question

Sometimes in a seminar, lecture or discussion, if we don’t know the topic we feel like we can’t really participate or engage. We might know nothing about postmodern accounts of learning, for example, or the learning styles of accounting students, … Continue reading

Posted in Higher education, Reflection and improvement