Learning how to work together is indeed the beauty of any sport. However, teaching students how to manage group expectations, capabilities and skills so as to produce fruitful results can be challenging. A valuable management skill that cuts across all fields, teamwork is an art that is taught in different ways, and in combination with other skills (research skills, thinking about how theory and knowledge applies to practice, communication skills). Continue reading Teamwork – The Beauty of the Sport – Aspirations to Action Series
Professor Chris Buddle provides some very thoughtful reflections in his blog post on the benefits and challenges of teaching in one of McGill’s Active Learning Classrooms. Do you have any thoughts to add? Post them in the comments below.
Earlier this term I wrote about my excitement with teaching in an active learning classroom: as a quick refresher, my course had just over 80 students, and is an introductory ecology class. The course has a strong focus on quantitative approaches to population and community ecology, from equations to modelling. I gave up doing traditional PowerPoint slides for this class a long time ago, but until this term, I was still teaching in a theatre-style lecture hall. With continuing to push the “active learning” agenda, it was great to have an opportunity to teach in a classroom specifically designed for active learning!
1. I found the tables (with rolling chairs!) were especially great when I did in-class quizzes, especially with group-based problems…
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It is often challenging to engage in productive “difficult dialogues” in the classroom. Faculty Focus just released a very interesting article that discusses seven different strategies to help. Continue reading Strategies to engage in productive difficult dialogues
During an informative, brown bag, lunch session on Friday, March 18th, four professors and three students presented 3-minute lightning talks about their experiences with assessments of specific course assignments. The professors described the rationales for their assignments and spoke about their feedback methods, while the students described their perspectives from the receiving end. The lightning talks were followed by a lively question and answer period that allowed the speakers and audience members to share candid opinions about the topics raised. Continue reading Assessment narratives in en-“lightning” style: Experiences from both sides of the table
“I tried Peer Instruction and it didn’t work.”
Over the years, I’ve run into many different accounts of experiments in innovative teaching and flipped classrooms, not just Peer Instruction, gone awry. I have heard many refrains about clickers, “I tried clickers and it was a disaster.” About flipped learning with videos, “I tried it but my students didn’t watch the videos.” And even about the student engagement all-star, project-based learning: “I gave it a shot but my students perform better when I lecture.”
Of course, there are sundry reasons why one venture toward innovative teaching succeeds and another stumbles. I don’t claim to have the one answer or a lock on the perfect explanation. In this 3-part series, I…
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What happens when students are asked to write for an audience who knows little about the discipline?” Guest speaker Professor Terry Hébert addressed this question at a November 20, 2015 session entitled Developing Engaged Citizens through Critical Thinking, the most recent event organized by the Assessment in Large Classes Advisory Group.
A very thoughtful post from Prof Chirs Buddle on the importance of setting expectations for graduate students and supervisors.
Interested in discussing the topic further? Register for the TLS workshop on “Clarifying Expectations in Graduate Supervision” on Feb 25th, 2pm-4pm.
I have been running a research laboratory for close to 15 years, and I’m ashamed to say that I have not written down, formally, my expectations* of graduate students and their expectations of me. I regret this, especially since there are amazing resources out there to help with this discussion. I would argue that differing levels of expectation is probably a key source of conflict in research laboratories, and having a solid agreement between graduate students and supervisors is key for success.
Here is some context for my laboratory: I run a mid-sized laboratory (currently with three MSc and three PhD students and two undergraduate Honour’s students), focused on studying arthropod ecology. As a Professor, my job involves teaching, research and administration. When running my research laboratory, the three tasks overlap – for example, I’m a lab ‘administrator’ in some ways, including ordering supplies, dealing with budgets, working on…
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