Tag Pedagogy

Slow Pedagogy

Caption: A Possible Framework for Slow Teaching with Technological Enhancements from Shaw, P. A., & Russell, J. L. (2013). 19 Determining Our Own Tempos. To Improve the Academy: A Journal of Educational Development, 32. http://dx.doi.org/10.3998/tia.17063888.0032.023
Slowing down the teaching and learning process can be a challenging endeavor amongst the business of modern academic life. Slow pedagogy is a teaching movement that offers a lens and practices for reducing the pace and pressure of education. Slow pedagogy suggests that taking one’s time can offer opportunities for deeper learning and connections.

Feedback as Relationship-Building Pedagogy

A screenshot from the slide deck for the session titled "Using Audio Feedback to Respond to Student Writing"
This session was held 2 November, 2023. Join colleagues from across the university to share best practices for giving students feedback that fulfills RSI (regular and substantive interaction) requirements for UAF courses. We will hear from 4 faculty and 2 students about how they understand and approach feedback in their courses, and consider tensions that form our feedback practices, including the need to be efficient in responding to student work and the drive to connect with students through discussion of their work.

Practice object-based teaching

Businessman turns wooden cubes and changes the word Teaching to Learning. Beautiful grey table and grey background.
Though I've long practiced the technique of Object-Based Teaching (OBT) in face-to-face and online classrooms alike, I'd never really looked into the scholarship behind it until recently. I'd also not really considered the pedagogical principles behind it, nor whether my pedagogy needed any scrutiny and modification. It turns out that there were some aspects of my practice I needed to modify.

Encourage your students to step into the zone

Today’s teachers face a critical challenge deciding when and how to make use of technology in their classroom, whether they are supplementing a classroom experience or leading a flipped, hybrid, or fully online course. UAF CTL’s team of instructional designers exists to help with this (https://ctl.uaf.edu/events/), but each of us is always our own design staff.

Motivating students to connect with course content

Getting the busy student to prepare for class prior to trying to do course work is difficult at best. This tip delves into this problem and provides a few recommendations for faculty to try. Should you feel your students need this type of encouragement, look to a model that places content right at hand to how most students tend to approach learning and participating in a course.

Creating significant learning experiences

Our purpose as instructors is to facilitate new student understandings. But, what are understandings? Are there different kinds? It seems they can be simple, such as remembering the elements of the periodic table, or extremely complex, such as discovering new knowledge about oneself and one’s relationship with the world.

Lying, deceit and effective teaching

The subject of the lie has been pondered, defined and debated over centuries, across cultures and in various situations. Lies come in many forms, some harmless, others pernicious. Is there any place for lies in the classroom? You may wish to consider these examples before reflecting on that.