Discussion
Scholarship On Teaching - Topic: Discussion - 31 results
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This article explores a set of practices in the teaching of Talmud called “the pedagogy of slowing down.” Through the author’s analysis of her own teaching in an intensive Talmud class, “the pedagogy of slowing down” emerges as a pedagogical and cultural model in which the students learn to read more closely and to investigate the multiplicity of meanings inherent in the Talmudic text, thus bridging the gap between ...
This article explores a set of practices in the teaching of Talmud called “the pedagogy of slowing down.” Through the author’s analysis of her own teaching in an intensive Talmud class, “the pedagogy of slowing down” emerges as a pedagogical and cultural model in which the students learn to read more closely and to investigate the multiplicity of meanings inherent in the Talmudic text, thus bridging the gap between ...
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This article explores a set of practices in the teaching of Talmud called “the pedagogy of slowing down.” Through the author’s analysis of her own teaching in an intensive Talmud class, “the pedagogy of slowing down” emerges as a pedagogical and cultural model in which the students learn to read more closely and to investigate the multiplicity of meanings inherent in the Talmudic text, thus bridging the gap between an ancient text and its contemporary students. This article describes the specific techniques in the pedagogy of slowing down, and the ways in which this teaching practice contributes both to students’ becoming more attentive readers and to the ongoing development of their religious voices.
This article explores a set of practices in the teaching of Talmud called “the pedagogy of slowing down.” Through the author’s analysis of her own teaching in an intensive Talmud class, “the pedagogy of slowing down” emerges as a pedagogical and cultural model in which the students learn to read more closely and to investigate the multiplicity of meanings inherent in the Talmudic text, thus bridging the gap between an ancient text and its contemporary students. This article describes the specific techniques in the pedagogy of slowing down, and the ways in which this teaching practice contributes both to students’ becoming more attentive readers and to the ongoing development of their religious voices.
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One page Teaching Tactic: on the first day of class, students discuss course content by discussing classification strategies
One page Teaching Tactic: on the first day of class, students discuss course content by discussing classification strategies
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One page Teaching Tactic: on the first day of class, students discuss course content by discussing classification strategies
One page Teaching Tactic: on the first day of class, students discuss course content by discussing classification strategies
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One page Teaching Tactic that moves students around the room to help them identify and discuss the major points in an assigned reading.
One page Teaching Tactic that moves students around the room to help them identify and discuss the major points in an assigned reading.
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One page Teaching Tactic that moves students around the room to help them identify and discuss the major points in an assigned reading.
One page Teaching Tactic that moves students around the room to help them identify and discuss the major points in an assigned reading.
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One page Teaching Tactic: helping students to develop tools for countering violence, in a course taught in a women's prison
One page Teaching Tactic: helping students to develop tools for countering violence, in a course taught in a women's prison
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One page Teaching Tactic: helping students to develop tools for countering violence, in a course taught in a women's prison
One page Teaching Tactic: helping students to develop tools for countering violence, in a course taught in a women's prison
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This article focuses on Reflective Structured Dialogue as a set of practices developed in the context of conflict resolution that are well suited to handling quotidian uneasiness and extraordinary moments of disruption in religious studies classrooms. After introducing Reflective Structured Dialogue's history, goals, and general practices, the authors consider its uses in classroom settings. They argue that a classroom in which teachers understand themselves as facilitators, and in which students ...
This article focuses on Reflective Structured Dialogue as a set of practices developed in the context of conflict resolution that are well suited to handling quotidian uneasiness and extraordinary moments of disruption in religious studies classrooms. After introducing Reflective Structured Dialogue's history, goals, and general practices, the authors consider its uses in classroom settings. They argue that a classroom in which teachers understand themselves as facilitators, and in which students ...
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This article focuses on Reflective Structured Dialogue as a set of practices developed in the context of conflict resolution that are well suited to handling quotidian uneasiness and extraordinary moments of disruption in religious studies classrooms. After introducing Reflective Structured Dialogue's history, goals, and general practices, the authors consider its uses in classroom settings. They argue that a classroom in which teachers understand themselves as facilitators, and in which students are experienced in structured dialogue practices – including being comfortable in a state of intellectual “wobble” – is one more apt to be able to engage with, and more likely to benefit from, disruptive events.
This article focuses on Reflective Structured Dialogue as a set of practices developed in the context of conflict resolution that are well suited to handling quotidian uneasiness and extraordinary moments of disruption in religious studies classrooms. After introducing Reflective Structured Dialogue's history, goals, and general practices, the authors consider its uses in classroom settings. They argue that a classroom in which teachers understand themselves as facilitators, and in which students are experienced in structured dialogue practices – including being comfortable in a state of intellectual “wobble” – is one more apt to be able to engage with, and more likely to benefit from, disruptive events.
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One page Teaching Tactic: students discuss the nature of religion by comparing brief descriptions of founders.
One page Teaching Tactic: students discuss the nature of religion by comparing brief descriptions of founders.
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One page Teaching Tactic: students discuss the nature of religion by comparing brief descriptions of founders.
One page Teaching Tactic: students discuss the nature of religion by comparing brief descriptions of founders.
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One page Teaching Tactic: to introduce and discuss course content on the first day of class, students work in groups to list what they know about the topic.
One page Teaching Tactic: to introduce and discuss course content on the first day of class, students work in groups to list what they know about the topic.
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One page Teaching Tactic: to introduce and discuss course content on the first day of class, students work in groups to list what they know about the topic.
One page Teaching Tactic: to introduce and discuss course content on the first day of class, students work in groups to list what they know about the topic.
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One page Teaching Tactic: students reflect on their reading practices for class.
One page Teaching Tactic: students reflect on their reading practices for class.
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One page Teaching Tactic: students reflect on their reading practices for class.
One page Teaching Tactic: students reflect on their reading practices for class.
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One-page Teaching Tactic describing break out groups that integrate online-distance students with face-to-face students in the classroom.
One-page Teaching Tactic describing break out groups that integrate online-distance students with face-to-face students in the classroom.
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One-page Teaching Tactic describing break out groups that integrate online-distance students with face-to-face students in the classroom.
One-page Teaching Tactic describing break out groups that integrate online-distance students with face-to-face students in the classroom.
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One page Teaching Tactic: an exercise that treats student groups unequally, to learn about empathetic identification with biblical figures.
One page Teaching Tactic: an exercise that treats student groups unequally, to learn about empathetic identification with biblical figures.
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One page Teaching Tactic: an exercise that treats student groups unequally, to learn about empathetic identification with biblical figures.
One page Teaching Tactic: an exercise that treats student groups unequally, to learn about empathetic identification with biblical figures.
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One page Teaching Tactic: creating a safe context to discuss race, ethnicity, and language.
One page Teaching Tactic: creating a safe context to discuss race, ethnicity, and language.
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One page Teaching Tactic: creating a safe context to discuss race, ethnicity, and language.
One page Teaching Tactic: creating a safe context to discuss race, ethnicity, and language.
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Religious studies classrooms are microcosms of the public square in bringing together individuals of diverse identities and ideological commitments. As such, these classrooms create the necessity and opportunity to foster effective modes of conversation. In this essay, I argue that communication attuned to shared human needs – among them needs for safety, respect, and belonging – offers a transformative response to the potential self-silencing and peer-conflict to which religious studies classrooms are ...
Religious studies classrooms are microcosms of the public square in bringing together individuals of diverse identities and ideological commitments. As such, these classrooms create the necessity and opportunity to foster effective modes of conversation. In this essay, I argue that communication attuned to shared human needs – among them needs for safety, respect, and belonging – offers a transformative response to the potential self-silencing and peer-conflict to which religious studies classrooms are ...
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Religious studies classrooms are microcosms of the public square in bringing together individuals of diverse identities and ideological commitments. As such, these classrooms create the necessity and opportunity to foster effective modes of conversation. In this essay, I argue that communication attuned to shared human needs – among them needs for safety, respect, and belonging – offers a transformative response to the potential self-silencing and peer-conflict to which religious studies classrooms are prone. I develop this claim with reference to the research on teaching religious studies conducted by Barbara Walvoord and the pedagogy of theologian and Swarthmore University President Rebecca Chopp in formulating an “ethics of conversation” with her students. Building on this foundation, I make a case for developing an “ethos of conversation” in the religious studies classroom based on psychologist and peace activist Marshall Rosenberg's method of “nonviolent communication.” While addressing the roles of conflict and toleration in the classroom through the perspectives of Alasdair MacIntyre and Jeffrey Stout, I argue that Rosenberg's approach to communication is a powerful asset to education that models constructive engagement in the macrocosm of civic life.
Religious studies classrooms are microcosms of the public square in bringing together individuals of diverse identities and ideological commitments. As such, these classrooms create the necessity and opportunity to foster effective modes of conversation. In this essay, I argue that communication attuned to shared human needs – among them needs for safety, respect, and belonging – offers a transformative response to the potential self-silencing and peer-conflict to which religious studies classrooms are prone. I develop this claim with reference to the research on teaching religious studies conducted by Barbara Walvoord and the pedagogy of theologian and Swarthmore University President Rebecca Chopp in formulating an “ethics of conversation” with her students. Building on this foundation, I make a case for developing an “ethos of conversation” in the religious studies classroom based on psychologist and peace activist Marshall Rosenberg's method of “nonviolent communication.” While addressing the roles of conflict and toleration in the classroom through the perspectives of Alasdair MacIntyre and Jeffrey Stout, I argue that Rosenberg's approach to communication is a powerful asset to education that models constructive engagement in the macrocosm of civic life.
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One page Teaching Tactic: using twitter as a tool for class discussion.
One page Teaching Tactic: using twitter as a tool for class discussion.
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One page Teaching Tactic: using twitter as a tool for class discussion.
One page Teaching Tactic: using twitter as a tool for class discussion.
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One page Teaching Tactic: a method for convening discussion in large groups.
One page Teaching Tactic: a method for convening discussion in large groups.
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One page Teaching Tactic: a method for convening discussion in large groups.
One page Teaching Tactic: a method for convening discussion in large groups.
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One-page Teaching Tactic that offers a stragety for improving students' participation in classroom discussions.
One-page Teaching Tactic that offers a stragety for improving students' participation in classroom discussions.
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One-page Teaching Tactic that offers a stragety for improving students' participation in classroom discussions.
One-page Teaching Tactic that offers a stragety for improving students' participation in classroom discussions.
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One page Teaching Tactic: To make theoretically dense, conceptually difficult readings more concrete and easier to discuss. This enables our class discussion to begin with something besides “I don't get it.”
One page Teaching Tactic: To make theoretically dense, conceptually difficult readings more concrete and easier to discuss. This enables our class discussion to begin with something besides “I don't get it.”
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One page Teaching Tactic: To make theoretically dense, conceptually difficult readings more concrete and easier to discuss. This enables our class discussion to begin with something besides “I don't get it.”
One page Teaching Tactic: To make theoretically dense, conceptually difficult readings more concrete and easier to discuss. This enables our class discussion to begin with something besides “I don't get it.”
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One page Teaching Tactic: begins discussion of human sexuality and the Bible from students' social context rather than “what does the Bible say?” -- derails the rush to judgment and demonstrates the multiplicity of sexuality “issues” in the room.
One page Teaching Tactic: begins discussion of human sexuality and the Bible from students' social context rather than “what does the Bible say?” -- derails the rush to judgment and demonstrates the multiplicity of sexuality “issues” in the room.
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One page Teaching Tactic: begins discussion of human sexuality and the Bible from students' social context rather than “what does the Bible say?” -- derails the rush to judgment and demonstrates the multiplicity of sexuality “issues” in the room.
One page Teaching Tactic: begins discussion of human sexuality and the Bible from students' social context rather than “what does the Bible say?” -- derails the rush to judgment and demonstrates the multiplicity of sexuality “issues” in the room.
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One page Teaching Tactic: How to start classroom discussions about sensitive issues such as human sexuality
One page Teaching Tactic: How to start classroom discussions about sensitive issues such as human sexuality
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One page Teaching Tactic: How to start classroom discussions about sensitive issues such as human sexuality
One page Teaching Tactic: How to start classroom discussions about sensitive issues such as human sexuality
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One page Teaching Tactic: low-stakes quiz at the start of a unit to encourage student discussion and engagement.
One page Teaching Tactic: low-stakes quiz at the start of a unit to encourage student discussion and engagement.
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One page Teaching Tactic: low-stakes quiz at the start of a unit to encourage student discussion and engagement.
One page Teaching Tactic: low-stakes quiz at the start of a unit to encourage student discussion and engagement.
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One page Teaching Tactic: encouraging discussion of significant course material on the first day of class.
One page Teaching Tactic: encouraging discussion of significant course material on the first day of class.
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One page Teaching Tactic: encouraging discussion of significant course material on the first day of class.
One page Teaching Tactic: encouraging discussion of significant course material on the first day of class.
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TTR Teaching Tactic: designing effective discussion prompts when the professor had laryngitis.
TTR Teaching Tactic: designing effective discussion prompts when the professor had laryngitis.
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TTR Teaching Tactic: designing effective discussion prompts when the professor had laryngitis.
TTR Teaching Tactic: designing effective discussion prompts when the professor had laryngitis.
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TTR Teaching Tactic: an analysis of what makes for good questions to prompt student discussions.
TTR Teaching Tactic: an analysis of what makes for good questions to prompt student discussions.
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TTR Teaching Tactic: an analysis of what makes for good questions to prompt student discussions.
TTR Teaching Tactic: an analysis of what makes for good questions to prompt student discussions.
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This conversation between the 2018 American Academy of Religion Excellence in Teaching Award winner Jill DeTemple and the editors of Teaching Theology and Religion continues an occasional series of interviews that has previously featured Jonathan Z. Smith, Stephen Prothero, Mary Pierce Brosmer, Mary Elizabeth Mullino Moore, and two previous AAR Teaching Award Winners, Joanne Maguire and Lynn Neal. After initial discussion about teaching the intro course we launch into a long ...
This conversation between the 2018 American Academy of Religion Excellence in Teaching Award winner Jill DeTemple and the editors of Teaching Theology and Religion continues an occasional series of interviews that has previously featured Jonathan Z. Smith, Stephen Prothero, Mary Pierce Brosmer, Mary Elizabeth Mullino Moore, and two previous AAR Teaching Award Winners, Joanne Maguire and Lynn Neal. After initial discussion about teaching the intro course we launch into a long ...
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This conversation between the 2018 American Academy of Religion Excellence in Teaching Award winner Jill DeTemple and the editors of Teaching Theology and Religion continues an occasional series of interviews that has previously featured Jonathan Z. Smith, Stephen Prothero, Mary Pierce Brosmer, Mary Elizabeth Mullino Moore, and two previous AAR Teaching Award Winners, Joanne Maguire and Lynn Neal. After initial discussion about teaching the intro course we launch into a long discussion of “Reflective Structured Dialogue” – an effective teaching technique for staging contentious conversations, building trust and understanding, and a dialogic culture of curiosity.
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This conversation between the 2018 American Academy of Religion Excellence in Teaching Award winner Jill DeTemple and the editors of Teaching Theology and Religion continues an occasional series of interviews that has previously featured Jonathan Z. Smith, Stephen Prothero, Mary Pierce Brosmer, Mary Elizabeth Mullino Moore, and two previous AAR Teaching Award Winners, Joanne Maguire and Lynn Neal. After initial discussion about teaching the intro course we launch into a long discussion of “Reflective Structured Dialogue” – an effective teaching technique for staging contentious conversations, building trust and understanding, and a dialogic culture of curiosity.
Table Of Content:
No table of contents info
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One page Teaching Tactic: getting discussion started about course content through a no-stakes quiz on the first day of class.
One page Teaching Tactic: getting discussion started about course content through a no-stakes quiz on the first day of class.
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One page Teaching Tactic: getting discussion started about course content through a no-stakes quiz on the first day of class.
One page Teaching Tactic: getting discussion started about course content through a no-stakes quiz on the first day of class.
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One page Teaching Tactic: establishing a predictable structure with discussion questions at the start of each class.
One page Teaching Tactic: establishing a predictable structure with discussion questions at the start of each class.
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One page Teaching Tactic: establishing a predictable structure with discussion questions at the start of each class.
One page Teaching Tactic: establishing a predictable structure with discussion questions at the start of each class.
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A 1000 word essay in response to a Call for Papers: “What do you have your students do during a class session when you cannot be present?"
A 1000 word essay in response to a Call for Papers: “What do you have your students do during a class session when you cannot be present?"
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A 1000 word essay in response to a Call for Papers: “What do you have your students do during a class session when you cannot be present?"
A 1000 word essay in response to a Call for Papers: “What do you have your students do during a class session when you cannot be present?"
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The issue is richly augmented by a set of teaching tactics (Allen, Ghosh, and Woodard and Mabry) across a range of religious traditions which briefly describe further practices that can be productive in the classroom.
The issue is richly augmented by a set of teaching tactics (Allen, Ghosh, and Woodard and Mabry) across a range of religious traditions which briefly describe further practices that can be productive in the classroom.
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The issue is richly augmented by a set of teaching tactics (Allen, Ghosh, and Woodard and Mabry) across a range of religious traditions which briefly describe further practices that can be productive in the classroom.
The issue is richly augmented by a set of teaching tactics (Allen, Ghosh, and Woodard and Mabry) across a range of religious traditions which briefly describe further practices that can be productive in the classroom.
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One page Teaching Tactic: prompting student discussion using word clouds.
One page Teaching Tactic: prompting student discussion using word clouds.
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One page Teaching Tactic: prompting student discussion using word clouds.
One page Teaching Tactic: prompting student discussion using word clouds.
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One page Teaching Tactic to help students learn how to participate in effective class discussions.
One page Teaching Tactic to help students learn how to participate in effective class discussions.
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One page Teaching Tactic to help students learn how to participate in effective class discussions.
One page Teaching Tactic to help students learn how to participate in effective class discussions.
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Teaching Tactic: low stakes writing assignments to improve class discussions.
Teaching Tactic: low stakes writing assignments to improve class discussions.
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Teaching Tactic: low stakes writing assignments to improve class discussions.
Teaching Tactic: low stakes writing assignments to improve class discussions.