Teaching in Higher Ed Bonni Stachowiak

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

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

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

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

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

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