Category Archives: Planning 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
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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
Building a shared conception of critical thinking
If every teacher and every paper in a multi-disciplinary course uses their own conception of critical thinking, students end up more confused than critical. So how do you build a shared understanding of critical thinking in a multi-disciplinary course? Go … Continue reading
They say you can lead your students to knowledge but you can’t make them drink. True, but misleading. You can also make your students want to drink by offering them a tantalising and intriguing fountain, and by giving them salty … Continue reading
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Big picture or detail? Where to start course planning?
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
A better way to think about and discuss course planning
When we design courses or papers at a University we often start by deciding who is going to teach, what they going to teach, and the mode of teaching. For example, I might decide to teach topic x and y, … Continue reading