University Teaching & Learning 5000

May 28, 2008

Reading:

• Chapter 7 of the Ramsden book
• Knapper, C. (2006). Research on college teaching and knowing: Applying what we know. Teaching and Learning Exchange, 13(2), pp 3, 8.

Viewing:

• Gibbs, G. (2000). Teaching Large Classes. A Dalhousie University video production.

  Gibbs, the author of the article on assessment we read for May 26, suggests that learning in large lectures requires that the instructor introduce a range of activities that actively engage the students. The following items list or describe a wide variety of such activities. Middendorf and Kalish lead in to their very good list of activities by considering, in a bit more detail, many of the ideas presented by Gibbs.

• Center for Teaching Excellence, Cleveland State University “More on Active Learning”
• Table from Bonwell & Eison’s “Active Learning: Creating Excitement in the Classroom.”
• Middendorf, J. & Kalish, A. (1996). The ‘Change-up’ in Lectures. TRC Newsletter, 8(1).

Writing:

• Post a response to the assigned material on the Dialogue Forum before the class meeting on May 28, and reply to at least two of your colleague’s responses by Friday, May 30.

  I would be interested in reading any descriptions you might be able to provide of teachers who in your experience have exemplified Ramsden’s Theory 3 position and what particular characteristics of their work lead you to put them in this position.

  Another potential writing topic would be to illustrate a few of Knapper’s research summaries with cases from your experience that demonstrate or contradict the conclusions as stated.

  Responses focused on the difficulties of utilizing the advice implicit in Ramsden’s and Knapper’s chapters would also be welcome.