“The teacher isn’t teaching and I’m having to teach myself the material.” Ever heard that before? Dr. Talbert addresses how to respond to these kind of sentiments when trying to incorporate more active learning in the classroom.
From an American Mathematical Society blog on inclusion and exclusion: “One thing is clear: if mathematics is political (and also racial and gendered), then we must be on the side of justice, whatever that may look like.” To read more, click here.
A consortium of institutions have collaborated to make a free, online pedagogical training course in evidence-based practices. This is an excellent resource for teachers and graduate students who are interested in tips for more effective teaching
The Chronicle of Higher Education advocates for inclusive teaching in the classroom as a means towards improved learning. “Teaching inclusively means embracing student diversity in all forms — race, ethnicity, gender, disability, socioeconomic background, ideology, even personality traits like introversion — as an asset.” Click here to read more.
Many students prefer lecture style over hands-on or activity based learning. However, this study found that simply watching an expert perform a task does not actually increase the observer’s overall skill.