what works, and what doesn't
Another post about teaching - because I should remember what works, and what doesn't.
So I had a pretty good class yesterday. The lecture was about half key elements and basic definitions of the concepts, and the second half three solid case studies. Case studies help a lot, particularly one taken from one of the readings and explained in a simpler, more accessible way, because it shows the students how they might apply what they're learning to what they see. Sometimes we don't remember the basics; it's good to return from time to time.
And then instead of trying to lead the discussion (which always wears me out), I decided I had to take a break (went to the bathroom), and told them to brainstorm a list of things they wanted to talk about from the week's readings. When I returned, I sat in the corner and did some administrivia (recorded the marks from their latest assignment, because I'd forgotten to do so earlier!) while listening to them argue about some example an author used.
When they ran out of ideas (or steam, maybe), I got up and guided them in a more structured way over their discussion (their ideas!), and we almost ran out of time. Great stuff.
I was still absolutely knackered by the time I made it back to my office, though. Good class, but no less exhausting. Still, I'd let them lead the discussion from now on. It probably helps if I leave the class for 5 minutes so they can get started without feeling self-conscious.
Yay. Now I should do some writing, and get some marking done.
So I had a pretty good class yesterday. The lecture was about half key elements and basic definitions of the concepts, and the second half three solid case studies. Case studies help a lot, particularly one taken from one of the readings and explained in a simpler, more accessible way, because it shows the students how they might apply what they're learning to what they see. Sometimes we don't remember the basics; it's good to return from time to time.
And then instead of trying to lead the discussion (which always wears me out), I decided I had to take a break (went to the bathroom), and told them to brainstorm a list of things they wanted to talk about from the week's readings. When I returned, I sat in the corner and did some administrivia (recorded the marks from their latest assignment, because I'd forgotten to do so earlier!) while listening to them argue about some example an author used.
When they ran out of ideas (or steam, maybe), I got up and guided them in a more structured way over their discussion (their ideas!), and we almost ran out of time. Great stuff.
I was still absolutely knackered by the time I made it back to my office, though. Good class, but no less exhausting. Still, I'd let them lead the discussion from now on. It probably helps if I leave the class for 5 minutes so they can get started without feeling self-conscious.
Yay. Now I should do some writing, and get some marking done.