Tactical Teaching: Part 3—Different Outcomes/Different TacticsPosted on June 5, 2014 by David RhoadsI found that teaching a skill, methods, reflection/action cycles, values, etc. all involve a very different strategy from imparting information. My book outlines additional tactics, like the skill of translating Greek for instance, but by way of examples, let’s consider…
Tactical Teaching: Part 2—Four Principles of InteractionPosted on May 21, 2014 by David RhoadsCollege and graduate school teachers have an advanced degree in a specialized field, but they may not have had a course on teaching and only limited opportunities to be teaching assistants. Historically, the assumption of most graduate programs has been that they will teach you the subject matter but it will up to you to learn how to teach it on your own….
Tactical Teaching: Part 1—What are We Teaching When and How are We Teaching It?Posted on May 5, 2014 by David RhoadsCollege and graduate school teachers have an advanced degree in a specialized field, but they may not have had a course on teaching and only limited opportunities to be teaching assistants. Historically, the assumption of most graduate programs has been that they will teach you the subject matter but it will up to you to learn how to teach it on your own….
Sustainable Theological Education: Part 3—Tending the Soil and its Natural AssetsPosted on April 21, 2014 by Jennifer ShepherdIn this three-part series of posts, I have used Matthew 13 and the parable of the sower, seed, and soil to suggest a two-stage model for pedagogical “soil” analysis in our classrooms so that we create sustainable theological education. When we help students recognize and discover the makeup of their personal interpretive soils we create sustainability by equipping students with the skills to continually reuse what they have learned to analyze, confirm, support, and uphold what they believe….