Teaching Time-Out

University of Tennessee College of Education, Health, and Human Sciences
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  • تعليم

Are you an educator looking for professional, evidence-based information to enhance your career? Join Jed Blanton, PhD., from the University of Tennessee, Knoxville, College of Education, Health, and Human Sciences (CEHHS) for this series by educators for educators. In just the time it takes for a cup of coffee, learn how you can navigate the challenges and opportunities presented during the academic year.

  1. قبل ٤ أيام

    Mind Maps

    Can drawing out connections enhance learning? Some students struggle with how to take notes in class, often because they don’t think in the linear logical way that traditional notes are organized. A creative alternative, that focuses on connections across a lecture or topics, seems to be really helpful for learning. In this time-out, along with a few guests, we’ll look at the evidence that supports mind-maps as an effective learning and note-taking approach to classroom success. Kaup et al (2024): https://www.njppp.com/index.php?mno=215336 Jabade & Nadaf (2024): 10.4103/jehp.jehp_321_24 Edwards & Cooper (2010): 10.1111/j.1743-498X.2010.00395.x

    ٨ من الدقائق

  2. ١٣ يناير

    First Day Revisited

    How can we address students’ key questions and motivation from the first day of a course? In this time-out, we will revisit a popular topic from this podcast project and continue to think about tactics that can enhance the first day of class, with some new evidence and activities that can help students settle in for a good start and positive experience.   Meaders et al (1): https://doi.org/10.3389/feduc.2021.639338 Meaders et al (2): https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-021-00306-y   Hale & Wetmiller (2022): https://publications.aaahq.org/iae/article-abstract/37/4/25/211/Syllabus-Day-Reinvented-Reimagining-the-First-Day?redirectedFrom=fulltext   McGinley & Jones (2014): https://journals.sagepub.com/doi/full/10.1177/0098628314530350

    ١٠ من الدقائق

  3. ٠٩‏/١٢‏/٢٠٢٥

    Learning in Large Lectures

    Teaching to a course with 75, 100, or even 200 students can be difficult for the instructor and the student’s learning. In this time-out, we’ll explore some tested strategies that led to improved learning and experiences in these large classes, that also seemed to have been efficient and economical uses of time for the instructor.    Allen et al 2022: https://www.tandfonline.com/doi/full/10.1080/87567555.2021.1891404   Lillard & Taggart 2022: https://www.tandfonline.com/doi/full/10.1080/87567555.2022.2140097   Jeram 2024: https://www.tandfonline.com/doi/full/10.1080/87567555.2023.2208818

    ١٠ من الدقائق

  4. ١١‏/١١‏/٢٠٢٥

    Optimizing Class Presentations

    In this time-out we are focusing on every undergraduate students worst nightmare…the class presentation (dun, dun, duuuuun!). These types of assignments don’t have to be scary or painful, and with some intention and modification, can be really valuable learning and professional development experiences.    van Ginkel et al 2015: https://www.sciencedirect.com/science/article/abs/pii/S1747938X15000056   Raja 2017:  https://files.eric.ed.gov/fulltext/EJ1161521.pdf   Calcich & Weilbaker 2015: https://www.tandfonline.com/doi/abs/10.1080/10528008.1992.11488349   Sleigh 2013: https://journals.sagepub.com/doi/pdf/10.2304/plat.2013.12.3.246   Heideman & Laury 2022:https://www.tandfonline.com/doi/full/10.1080/87567555.2021.1913395

    ١١ من الدقائق

  5. ١٤‏/١٠‏/٢٠٢٥

    Motivational Climate

    What happens when instructors focus on the environment they create for students in their classroom? In this time-out, I’ll focus the discussion on a classroom’s motivational climate, which is largely facilitated by how the instructor cultivates the environment to the degree that students feel some control, cared for, and the course experience is designed in such a way to address and enhance students sense of interest, success, and utility.    Jones et al (2022): https://journals.sagepub.com/doi/10.1177/23328584211073167   Jones et al (2024): https://www.sciencedirect.com/science/article/pii/S0191491X24000324?via%3Dihub   Jones & Carter (2019): https://link.springer.com/article/10.1007/s11218-019-09500-x   The MUSIC Model website: https://www.themusicmodel.com/

    ٩ من الدقائق

  6. ٠٩‏/٠٩‏/٢٠٢٥

    Students & Phones in Class

    How do you deal with students and their phones in class? Students are obviously using their devices in class, and sometimes even to assist and engage with learning and the instructors. I’m curious how we should approach discussing and streamlining device use in our classrooms, and creating an environment that accepts the reality of the ubiquity of these devices but also acknowledges optimal and fair use strategies. This time-out will center on student perceptions and a few practical suggestions for how to approach off-task device use in your classrooms.   Ruppel et al 2023: https://www.tandfonline.com/doi/full/10.1080/87567555.2023.2233106   Stowell et al 2018: https://www.tandfonline.com/doi/full/10.1080/87567555.2018.1437533   Deng et al  (2022): https://www.tandfonline.com/doi/full/10.1080/87567555.2021.1973947   Petranek and Gallegos (2024): https://www.tandfonline.com/doi/full/10.1080/87567555.2023.2183377   Andrade (2025): https://www.tandfonline.com/doi/full/10.1080/87567555.2023.2245526   Karlins (2022): https://www.tandfonline.com/doi/full/10.1080/87567555.2021.1985423

    ٩ من الدقائق

  7. ١٢‏/٠٨‏/٢٠٢٥

    Syllabus Tone

    How do the words you select for your syllabus influence initial impressions? In this time-out, we will pause and reflect on the tone of our syllabi, and how the words we use to communicate our thoughts about the course can shift how learners may be feeling on those first days.   Harnish & Bridges: https://link.springer.com/article/10.1007/s11218-011-9152-4   Waggoner Denton & Veloso: https://link.springer.com/article/10.1007/s11218-011-9152-4   Gurung & Galardi: https://journals.sagepub.com/doi/10.1177/0098628321994632

    ٨ من الدقائق

  8. ٠٨‏/٠٤‏/٢٠٢٥

    Student Belonging on Campus

    Can college teachers enhance a student’s sense of belonging on campus? In this time-out, we’ll explore how college teachers classroom practices, and even very brief interventions, can change a students’ sense of belonging, and why this matters.   Kirby & Thomas: https://doi.org/10.1080/0309877X.2021.1950659 Keely et al: https://doi.org/10.1207/s15328023top3302_1 Hammarlund et al: https://doi.org/10.1093/biosci/biab146 Walton et al: https://www.science.org/doi/10.1126/science.ade4420 Cheng et al: https://doi.org/10.1080/10401334.2021.1984921 Strayhorn: https://doi.org/10.1007/s10755-021-09559-5

    ١٠ من الدقائق
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Are you an educator looking for professional, evidence-based information to enhance your career? Join Jed Blanton, PhD., from the University of Tennessee, Knoxville, College of Education, Health, and Human Sciences (CEHHS) for this series by educators for educators. In just the time it takes for a cup of coffee, learn how you can navigate the challenges and opportunities presented during the academic year.

المعلومات

  • صناع العمل
    University of Tennessee College of Education, Health, and Human Sciences
  • سنوات النشاط
    ٢٠٢٣ - ٢٠٢٦
  • الحلقات
    ٣٣
  • التقييم
    ملائم
  • حقوق النشر
    © University of Tennessee College of Education, Health, and Human Sciences
  • موقع البرنامج على الويب
    Teaching Time-Out