Seminarium

The Elements of Great Teaching

Before I Take My Classes Online (1 of 3)

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It may be that you’re already excited about the possibilities of online learning, or maybe find yourself compelled while yet skeptical. Perhaps you have been invited to teach online for the first time…or have been coerced by some means into doing so. Perhaps you have had some experience with online teaching, and it hasn’t worked out well. Whatever your trajectory to this point, you stand at the start of a trek into a foreign land. I frequently tell my learners that reading the Bible is always a cross-cultural experience. Here, I invite you to see online learning and teaching too as a cross-cultural experience—but into a foreign land in which you might elect to establish a permanent residence. Think of it as a second home.

Venturing into this foreign country, you’ll naturally be drawn to grasp at any practices or ways of thinking that promise as little change as possible…

Hey, Instructors: Show Us Your Essential Questions!

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I’ll show you mine, and you can show me yours.

I have written before on designing a course “backward” from essential questions, using the “Understanding by Design” system created by Grant Wiggins and Jay McTighe. Also here at Seminarium, others have described their own experience with “Understanding by Design.” A key idea is that we teach, not so that the learners will acquire particular facts in our subject matter, but so that they will develop enduring understandings that can be transferred into other contexts and subject matters. Toward this end, early in the process of designing or revising a course (“Intro to the Old Testament/Hebrew Bible”) or unit (“Latter Prophets”), you want to come up with the “big ideas” and “essential questions” toward which the assessments, activities, and resources are oriented. These are my own, for the course “Introduction to the Old Testament/Hebrew Bible.”

More Backward Course Design: Getting Learning Done!

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Imagine yourself at term’s end, talking with a sympathetic faculty colleague, or with a partner or family member. Your head is full of final papers or exams, ranging from exceptional to disappointing, and you cry out, “Argh! I just want them to ‘get’ that…(your rant here)!”

If you can complete that sentence, then you have all you need for a start on “backward course design,” an idea fundamental to the widely-used framework Understanding by Design (book by McTighe and Wiggins), and having some similarity to David Allen’s Getting Things Done system of task management. Jane S. Webster blogged here at Seminarium on her own experience with “backward course design,” inspiring in me the same impulse I get when I meet someone with whom I share a love of some obscure musician: an urge to shout “Me, too!” and then talk everybody’s ear off on the subject….

“I know it when I see it”: Pedagogical Scaffolding—2 of 2

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“I know a good one when I see it.”

These words haunted my experience as an undergraduate student.  No doubt my professors intended to reassure me that they had some reasonable expectations of my work product, but they failed to enlighten me what those expectations might actually be. I groped around in the dark until I would accidently get it right. I was an anxious mess. I vowed to let my students know the secrets of success right from the start. But what is the best and easiest way to do it?

Backwards Course Design in Religious Studies—1 of 2

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As a new teacher in a liberal arts undergraduate college, I had no idea how to plan a religious studies course, except to imitate the text-book dependent plans of my own teachers.

I quickly felt frustrated; no textbooks quite did the trick and my creative innovations felt more like clumsy interruptions.  Understanding by Design, by Grant Wiggins and Jay McTighe, gave me some very useful tips that I now pass onto you, adapted for college-level teaching in religion, biblical studies, and theology.