The Instructor’s Double Standard Posted on December 9, 2013 by A+ Brooke Lester, CuratorTeachers have a lot of power over students in the classroom. Typically, we write the syllabus, decide the rules, make rulings on infractions. In turn, we are accountable to our institutions, as instructors and also regarding our many non-teaching obligations. In conversations, I frequently brush up against the reality of The Instructor’s Double Standard, here defined as any instance when an instructor holds students to a standard to which she does not hold herself, or to which she is not held by the institution…
More Backward Course Design: Getting Learning Done! Posted on August 1, 2013 by A+ Brooke Lester, CuratorImagine 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 Posted on July 23, 2013 by Jane S. Webster“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 Posted on July 22, 2013 by Jane S. WebsterAs 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.