Author Archives: Clinton Golding
Why am I interested in learning about some things (movie history) but I couldn’t care less about other things (motorcycle engines)? If we can crack the secret of intellectual curiosity we can make our teaching engaging for any student.
There are many ways to improve teaching, but in my experience when enhancing my own teaching or mentoring other teachers, there are three paths that are most likely to lead to improvement. 1. Covering too much We commonly try to … Continue reading
When we write academically, one of our main tasks is to deeply explore the topics we write about. It is not enough to present a superficial overview, so we need to drill deep. Yet it is often difficult to judge … Continue reading
Like many people, I schedule writing time to make sure I fit it in my busy week. But sticking to your schedule is often difficult, and there are many good reasons why you might miss your writing time (like getting … Continue reading
The Slow Professor had me revise what it means to be an academic. It is well worth a read in full, but in short, I think the message is: stop worrying about time management and making time and fitting things … Continue reading
Here is my reflective, diagnostic process for figuring out what to do when I face situations like this. My initial analysis of the situation: Although my feedback practices normally work for my students, they aren’t working for this student. I … Continue reading
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