Reading Notes

Reading Notes
Here's a description that will resonate with many faculty: “Whole-class discussion often fell flat, so I shifted to heavier reliance on small-group discussion as a warm-up for talk in the larger group. This change got students talking, but not necessarily reading, and the talk frequently seemed to sit on the surface of the issues, or even skirt them altogether in favor of personal storytelling that might be tangentially related to the central course concepts.” (p. 146) That's an observation Jane West offers in an article that describes an assignment developed by others but modified and adapted by her in some unique ways.

To continue reading, you must be a Teaching Professor Subscriber. Please log in or sign up for full access.

Leave a Reply

This site uses Akismet to reduce spam. Learn how your comment data is processed.

Related Articles

I have two loves: teaching and learning. Although I love them for different reasons, I’ve been passionate about...
On July 20, 2007, millions of people around the world were filled with a mix of anticipation and...
Most professional program curricula focus on the required specialized knowledge and skills to meet the profession’s needs. Yet...
There are now AI resources to help instructors through all steps of lesson development, from crafting lesson outlines...
Need some advice about getting along with coworkers? Try your children’s bookshelves. Here’s what I learned from my...
PNC Bank recently rolled out a national ad campaign touting the virtues of boring money management. Rather than...
Many of us would like to assume that students who complete an assigned reading must thereby understand it....

Are you signed up for free weekly Teaching Professor updates?

You'll get notified of the newest articles.

The Teaching Professor Conference 2024

June 7-9, 2024 • New Orleans

Connect with Fellow Educators at The Teaching Professor Conference!