Resources by She Wren
A 2002 course by Brendan McGroarty and Sally Montgomery at Catholic University of America "considers methods of actor training in the light of various spiritual traditions."
A 2018 course by Tina Pippin at Agnes Scott College examines "the quests for the historical Jesus, with an analysis of literary and cultural sources (especially from film, music, art), and also the ethical implications of Jesus’ life and message, from the first century to contemporary times."
A 2018 course by Tina Pippin at Agnes Scott College explores "the concept of religion/s in scholarship and culture, engage[s] theories and methods in religious studies, and use[s] interdisciplinary tools to explore the religious worlds in Atlanta and beyond."
A 2017 course by Jessica Starling examines "acts of self-discipline in a variety of cultural contexts, including Eastern (Jain, Hindu, Buddhist), Western (Stoic, Christian mystic), and modern secular (eco-activism, fasting diets, and extreme exercise regimes)" and through this "various understandings of the self, the body, desire, liberation and virtue."
How Students Cheat (8:13) Situates student behavior along a “continuum of cheating” and explains forms of cheating less commonly classified as such in order that professors can take steps to minimize these behaviors.
NOTE: Use the playlist button located in the top left of the video window above to switch between episodes. The Flipped Class: Formative Assessment (1:40) Succinct introduction to advantages of flipped classroom, e.g., frequent, immediate, individualized, differentiated assessment. The Flipped Class: Which Tech Tools are Right for You? (2:31) Argues that flipped classroom is a “pedagogical solution with a technological component.” Explores various technological options to produce and share video content. The Flipped Class: Overcoming Common Hurdles (4:39) Helpful suggestions for responding to challenges accessing content, length of videos, students not watching the videos, etc. Strong recommendation that lessons that contain the most difficult content are best candidates for flipped classroom method.
NOTE: Use the playlist button located in the top left of the video window above to switch between episodes. Quick Teaching Tip: Feedback (3:29) Low-key advice on moving away from the typical “feedback sandwich” (compliment, criticism, compliment) towards “reinforcing” and “correcting” behaviors through “ask, tell, ask” technique. Characteristics of Good Student Feedback (4:38) Offers strategies for offering students “specific, actionable, timely, and respectful” feedback that improves learning. The Power of Feedback (3:26) Video outlines an article by John Hattie and Helen Timperley on levels and types of effective feedback. Bill Gates: Teachers Need Real Feedback (10:21) A TED talk by Bill Gates on how to create feedback for teachers that helps them improve. He argues for feedback grounded in self-video observations and student surveys of teachers that capture complexity of life in the classroom.
NOTE: Use the playlist button located in the top left of the video window above to switch between episodes. Curriculum Design Part 1: The High-Level Planning (9:17) Part 1 of 4 episodes on Curriculum Design in Doug Neill’s “Verbal to Visual” series. Part 1 explores the questions that must be considered prior to detailed curriculum planning: Who’s your audience? What is the transformation sought? What is the mode of this curriculum? Using his own thinking about the “Verbal to Visual” series, Neill models how answers to these questions shape curriculum design. Curriculum Design Part 2: The Clothesline Method (6:58) Part 2 of 4 episodes on Curriculum Design in Doug Neill’s “Verbal to Visual” series. Part 2 shows how Steven Pressman’s “Clothesline Method” can be used to sequence and plan learning activities to effect transformation and support curriculum goals. Neal emphasizes the creative potential and inherent flexibility of this method. Curriculum Design Part 3: Producing the Material (9:07) Part 3 of 4 episodes on Curriculum Design in Doug Neal’s “Verbal to Visual” series. Part 3 details a visual note-taking technique for creating course materials based on “empathy maps” of students and their learning needs. Curriculum Design Part 4: Iterate Over Time (8:36) Part 4 of 4 episodes on Curriculum Design in Doug Neal’s “Verbal to Visual” series. Part 4 reflects on how to make effective adjustments and improvements to curriculums over time.
NOTE: Use the playlist button located in the top left of the video window above to switch between episodes. Problem-Based learning at Maastricht University (4:38) Although a promotional spot for prospective students, this video nicely details goals, roles, stages, and terms common in “problem-based learning.” Project Based Learning: Explained (3:49) Through examples, the video promotes this method’s educational value and capacity to develop critical thinking, cooperation, and communication. Problem-Based Learning at SIU PA Program (11:25) Goals, roles, and stages (including self-assessment) of problem-based learning demonstrated through a case study approach to physician assistant training. Video emphasizes the active learning dimension of problem-based learning.
NOTE: Use the playlist button located in the top left of the video window above to switch between episodes. What is Critical Thinking? (10:42) With amusing references to pop culture, a philosopher distills the key attributes of critical thinking, offers his own best definition, and expounds why critical thinking should be taught. (10:42) 5 Tips to Improve Your Critical Thinking? (4:30) This TED.Ed video describes a 5-Step Process for using critical thinking to improve decision-making: Formulate Your Question, Gather Your Information, Apply the Information, Consider the Implications, Explore Other Points of View.