Teaching in Higher Ed Bonni Stachowiak
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- Education
Thank you for checking out the Teaching in Higher Ed podcast. This is the space where we explore the art and science of being more effective at facilitating learning. We also share ways to increase our personal productivity, so we can have more peace in our lives and be even more present for our students.
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Transformative Education: Lessons From More Than 50 Years of Teaching, with Joe Hoyle
Joe Hoyle shares lessons from more than 50 years of teaching and from his free book: Transformative Education, on episode 514 of the Teaching in Higher Ed podcast.
Quotes from the episode
If you want to become a better teacher, find someone who has an interest in teaching like you do.
-Joe Hoyle
Great teaching is terribly, terribly complicated.
-Joe Hoyle
Having a good teacher who is kind to you is very, very important.
-Joe Hoyle
Your success, or your lack of success, is a product of the stories you're telling yourself. So tell yourself different stories.
-Joe Hoyle
Resources
Transformative Education: How Can You Become a Better College Teacher, by Joe Hoyle (a free resource)
Victorian Literature for Accounting Majors, by Joe Hoyle and Elisabeth Gruner
50 years later, Joe Hoyle's passion for teaching burns bright, a profile from the University of Richmond
Teaching in Higher Ed Episode 164: Setting Students Up for Success from the Start with Joe Hoyle
HelloFresh
Louise Penny
A League of Their Own Clip: The Hard Makes It Great -
How to Develop MicroSkills - Small Actions for Big Impact, with Adaira Landry and Resa Lewiss
Adaira Landry and Resa Lewiss share how to develop your MicroSkills - small actions for big impact on episode 513 of the Teaching in Higher Ed podcast.
Quotes from the episode
I love that no is a complete sentence.
-Resa Lewiss
Taking intentional deliberate breaks makes you even more effective and efficient at work.
-Resa Lewiss
In academics, we are told to always say yes.
-Resa Lewiss
Resources
MicroSkills: Small Actions Big Impact, by Adaira Landry MD MEd and Resa E Lewiss MD*
“Small is good, small is all. (The large is a reflection of the small.)” in Emergent Strategy, by adrienne maree brown*
The Ultimate Guide to Time Blocking by The Sweet SetUp
How to Make a Good Virtual Introduction, by Joseph Crandall on LinkedIn -
How to Create Engaging Microlectures, with Tolulope (Tolu) Noah
Tolulope (Tolu) Noah describes how to create engaging microlecturees on episode 512 of the Teaching in Higher Ed podcast.
Quotes from the episode
Microlectures prompt students to do something with the information they're learning.
-Tolu Noah
I always find myself learning so much more about the power and potential of my devices through watching his videos than I would ever figure out just by tinkering around on the device on my own.
-Tolu Noah
Providing information in both audio and visual formats can just make it easier for students to process and retain information.
-Tolu Noah
Resources
Short and Sweet: The Educational Benefits of Microlectures
Jacob’s Quick Tips
iPad Quick Lessons
The Bible Project: Videos
Amaury Guichon’s YouTube Channel
Commoncraft
Microlectures 101: What, Why, & How?
Enhancing Flipped Learning with Microlectures
Microlectures Planning Template
Evidence-Based Principles for How to Design Effective Instructional Videos
Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content
Small Teaching Online, by Flower Darby
If You Can’t See the Small
Tiny Microphone
Flic Starter Kit
99 Tips for Creating Simple and Sustainable Educational Videos -
Using Alternative Grading Practices to Foster Student Learning, with David Clark
David Clark discusses using alternative grading practices to foster student learning on episode 511 of the Teaching in Higher Ed podcast.
Quotes from the episode
Does this represent what I really care about?
-David Clark
Most of us are used to giving feedback in some way, but making it helpful is the tough part.
-David Clark
A reassessment always needs some reflective parts, some metacognition, because that's part of the feedback loop.
-David Clark
People aren't going to remember everything that they've learned in our classes for all time.
-David Clark
As soon as there's a grade assigned, students tend to lose the intrinsic motivation they might have to learn these things and focus entirely on that extrinsic grade aspect.
-David Clark
Resources
Grading for Growth: A Guide to Alternative Grading Practices that Promote Authentic Learning and Student Engagement in Higher Education, by David Clark & Robert Talbert
Episode 510: The Principles of Grading for Growth with Robert Talbert
Four pillars described in Grading for Growth, by David Clark and Robert Talbert
Clearly defined standards
Helpful feedback
Reassessment without penalty
Marks indicate progress
Test Yourself: Which Faces Were Made by AI
Grading for Growth Blog -
The Principles of Grading for Growth, with Robert Talbert
Robert Talbert shares about the principles of grading for growth on episode 510 of the Teaching in Higher Ed podcast.
Quotes from the episode
In one shot, she can't get a B in the class. And I sat there and just watched her sense of self worth and her excitement in the class just decay away right before my eyes.
-Robert Talbert
When you look at grades as we often use them in a traditional setting, they are much of what we do is under the guise of object what we think is objectivity.
-Robert Talbert
The biggest thing that's broken about grades is that traditional grading is completely disconnected from the notion of a feedback loop.
-Robert Talbert
Give helpful feedback that doesn't humiliate the student, affirms their basic dignity as a human being, and highlights what went well. Helpful feedback also highlights what could use some work and invites students to collaborate with you to make it better.
-Robert Talbert
Reattempts without penalty, that's the closing of the feedback loop.
-Robert Talbert
Points used for grades are a judgment call that results in a label.
-Robert Talbert
Resources
Grading for Growth: A Guide to Alternative Grading Practices that Promote Authentic Learning and Student Engagement in Higher Education, by David Clark & Robert Talbert
Difficult Conversations: How to Discuss What Matters Most (Third Edition), Douglas Stone & Sheila Heen
Dignity: Its Essential Role in Resolving Conflict, by Donna Hicks
Leading with Dignity: How to Create a Culture That Brings Out the Best in People, by Donna Hicks
The Extended Mind: The Power of Thinking Outside the Brain, by Annie Murphy Paul
Robert Talbert’s Sabbatical in Industry with Steelcase
The 12-week plan for building courses, by Robert Talbert -
How to Teach in Active Learning Spaces, with Kem Saichaie
Kem Saichaie talks about how to teach in active learning spaces on episode 509 of the Teaching in Higher Ed podcast.
Quotes from the episode
Flexibility requires familiarity.
-Kem Saichaie
Oftentimes, at least at the research intensive level, we have this false comparison between STEM and non STEM types of teaching in classrooms.
-Kem Saichaie
At the heart of many active learning classroom design spaces is the concept of flexibility.
-Kem Saichaie
Resources
A Guide to Teaching in the Active Learning Classroom, by Baepler, Walker, Brooks, Saichaie, and Petersen
Students Put Teaching and Learning Complex to the Test, by Sudhiksha Shanbhag Kota
Is Active Learning Accessible? Exploring the Process of Providing Accommodations to Students with Disabilities, by Gin, Guerrero, Cooper, and Brownell
Various definitions to explore, when considering active learning spaces: pedagogical, physical, and psychological
Design Justice Network
Kem’s namedrop.io
Bonni’s name-coach
Sarah Silverman’s workshops