Resources

Teach students to love the library.

This teaching piece first invites the instructor to consider four criteria when planning a small-group discussion (class size, type of class, instructor preparedness, size of groups). Then, it briefly describes a great many variations on the small-group discussion, such as the jigsaw, the KWL, the fishbowl, the buzz group, the snowball, and several others. This lesson gives the instructor a solid start on a great many kinds of discussion activities.

This brief, practical guide lists common problems with leading effective small groups, then techniques for better facilitation. Then, it describes several variations on small group discussion: the fishbowl, the snowball group, the "group round," and others. A great resource for the instructor trying to enhance her "group discussion" repertoire.

Having attended her first "unconference," the writer shares five ideas she brought to the event about "Teaching teachers technology," and five ideas she returned with. Also includes reflection on the "unconference" as a model for better faculty pedagogy workshops.

In this Chronicle of Higher Education (ProfHacker) piece, the author describes the discoveries arising from "Center for Teaching Excellence" workshop: specifically, regarding active learning (even with lectures), possibilities for in-class use of social media, Twitter as a means of extending collaborative learning beyond session hours, and issues of vocational training and assessment.

Extensive workbook reviews differences in adult and child learners and discusses adult learning styles. Offers strategies on presentation, facilitation, course design, and course evaluation. Includes sample materials in appendices.

Helpful, brief list of teaching strategies. Addresses why and how to use inclusive teaching strategies in the college classroom. Highlights potential benefits

Focus is on using Role-Play to help historical figures come alive.

In “Reacting to the Past” courses students learn by taking on roles, informed by classic texts, in elaborate games set in the past; they learn skills—speaking, writing, critical thinking, problem solving, leadership, and teamwork—in order to prevail in difficult and complicated situations. That is because Reacting roles, unlike those in a play, do not have a fixed script and outcome. While students will be obliged to adhere to the philosophical and intellectual beliefs of the historical figures they have been assigned to play, they must devise their own means of expressing those ideas persuasively, in papers, speeches or other public presentations; and students must also pursue a course of action they think will help them win the game.