teaching tactics

Dr. Joseph Tucker-Edmonds, IUPUI, pulls on the rhetorical practices of the Black Afro-Christian Religious tradition to enliven the classroom experience. He teaches courses on Religion and the Politics of Dissent in the African American Experience, Comparative Liberation Theologies, and Comparative Religions.
 
The “I” That Teaches - A new video project that invites senior scholars to talk about their teaching lives. These scholar-teachers candidly discuss how religious, educational, and family backgrounds inform their vocational commitments and, also, characterize their teaching persona. From the vantage point of a practiced teaching philosophy we get an intimate account of the value and art of teaching well.
 
Click here to watch all episodes of "The "I" That Teaches" on YouTube

• The "I" That Teaches - Dr. Joseph Tucker Edmonds - Trailer
• The "I" That Teaches - Dr. Joseph Tucker Edmonds - Bio

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.