As a follow-up to the Teaching What’s Important (TWI) Symposium, held in December 2015, here is a blog series that brings to the fore some of the key discussion points of the event.
The fundamental question guiding the symposium was: What is most important for students to learn at university? During that time, we listened carefully to your contributions and recorded your input. Today we present a new blog series that builds on the aspirations you shared during the event.
These learning aspirations will be the key focus of this bi-weekly series, as we bring you our thoughts, some fresh ideas, and — most importantly — examples of teaching strategies used by McGill professors that aim to promote student engagement and learning both inside and outside the classroom.
We want to keep the conversation about achieving aspirations going, but we also want to make visible the range of exciting teaching methods used across the McGill campus. We invite you to keep your ears to the ground, to connect and to share ideas about effective teaching strategies.
Filipa Pajević & Marcy Slapcoff, Teaching and Learning Services
Aspirations to Actions returns every other Thursday with new content pertaining to one or more learning aspirations!
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
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.
Continue reading Developing engaged citizens through critical thinking
Faculty Focus has an interesting article on reframing lectures into eight minute sections. Many studies have demonstrated that students retain very little from lectures. However, lectures in small segments (interspersed with active learning strategies) can be a helpful strategy to help frame concepts and facilitate student focus.
The article provides some guidelines on how to implement an “eight-minute lecture” and gives some concrete examples of their use. Continue reading The Eight-Minute Lecture Keeps Students Engaged
The Teaching Innovation Projects (TIPS) Journal is an open-access publication from the Teaching Support Centre of Western University that focuses on publishing innovative teaching strategies that can be used in higher education. Many articles are posted by graduate students and postdoctoral fellows pursuing their Advanced Teaching Program. Some very interesting articles from their publication include the following: Continue reading TIPS Journal for innovative, discipline-specific teaching strategies