It’s such a privilege and honour to teach. Here are some things I’ve learned over the years that really work, in the environments in which I teach (undergraduates, class size max 50). Sharing for #AcademicTwitter. Happy to explain further if interested (1/15)
1. ten-minute in-class writing assignments (reading comprehension, feedback, or opinion/reaction). Collect and use for a bunch of purposes, including taking attendance.
2. 5-6 person reading groups, based on Cherry & Parrott in Teaching Sociology 39(4): 354-370, 2011. h/t George Pavlich. Students overwhelmingly praise these groups for improving their reading skills
3. “tweet the thesis of an article” adapted from dept.writing.wisc.edu/wac/the-50-wor… h/t #twitterstorians
4. peer review process. Enormous improvement in quality of final papers and turns class into a more collaborative and horizontal space
5. entry and exit essays. 500 words on same question at beginning and end of term. students enjoy tracking how their thinking evolved
6. final exam question asking students to discuss the reading that most influenced their thinking and why. Serves as good data on what readings are most effective for my pedagogical goals
7. vary small group discussions by counting off or otherwise splitting up customary seating arrangement. students tend to sit in the same spot all semester long, and group discussions can stagnate.
8. You can do small group discussions in larger classes, but the noise levels can be deafening and hard to regain attention for plenary or lecture. Two techniques instead of shouting:
8.1. clap a four-count or eight-count rhythm and do it enough times for people to notice and stop talking (you have to commit to this).
8.2 tap or drum your hands on the side of the desk and ask people near you to join in. soon those around them join until it forms a wave of quiet that reaches the entire room (this is a gentler collective coming to attention).
9. surprisingly, students appreciate mini-lectures on grammar. it’s, passive voice, dangling participles, and so on.
10. recap the key points from the last lecture at the beginning of the subsequent lecture. h/t to the extraordinary pedagogue, Nicholas Kasirer J.
11. conduct open-ended midterm evaluations (what’s working, what’s not working). report back on results (+/-), say what you’re going to change, and share what the class as a whole gets credit for.
11.1 for example, if students say they feel comfortable speaking their minds, that’s mostly on the students (and only partially on me) for having created that environment in their small groups and plenary discussions.
12. because i get to repeat teach: write notes on your syllabus each class/week about what to improve for next time around (readings / lecture / lesson plan). Trying to avoid learning from the same mistakes over and over again!
