My recent silence in the blogosphere is a reflection of moving to a new school and attempting to shift my pedagogical mindset. I will be starting, this fall, at the Episcopal School of Jacksonville, which has a great reputation and many qualities that encourage a great educational experience. It also has several qualities, like easy … Continue reading Who drives your classes?
In a recent post, I mentioned that, after the exercise with geopedia, students need to complete an online quiz on BlackBoard. This is one of the things that I have been trying out this semester so that I ensure students are doing their homework, and I think it has worked very well. Students seem to be … Continue reading Online quizzes
Homer is a foundational text for our discipline, and there has been a massive amount of scholarship about him and his poems. Much of this work is detailed and complicated, and it draws on data points in many fields: Greek philology, archaeology, and Hittite studies. Many undergraduates do not possess the skills to grapple with this data--the … Continue reading Teaching the Homeric Question(s)
We often talk about discussing the main themes of a text in class, but what does this mean? Are we telling the students the themes and providing evidence? Are they providing evidence for the themes we identify for them? Are students identifying the themes and the evidence? Is it a lecture or a large-group conversation? … Continue reading Socratic Seminars
My last post challenged us to think of ways to help students deal with the emotional stress of college and more challenging classes. One of the questions I asked was "How do we help students gain the skills to succeed in the rat race?" One of the most common tools teachers use for this is Bloom's … Continue reading Bloom’s Taxonomy of Cognitive Learning
Last week's post focused on Bloom's Taxonomy of Cognitive Learning. Today's post focuses on Krathwohl's Taxonomy of the Affective Domain which focuses on perceptions, feelings, emotions, and belief systems. And the emotional side of things cannot simply be ignored, even if many of our learning objectives and course aims focus on the cognitive domain. Unlike … Continue reading A taxonomy of Affective Learning
There's been some recent discussion in the blogosphere about the cost of college textbooks. The discussion involves these ideas: The College Board reports that college students should budget $1,200 for textbooks/year. Surveys of college students suggest that students actually spend about $600/year on textbooks. The discussion centers on a few points: How much do these … Continue reading Cost of College Textbooks
In June 2014, T. H. N. Gellar-Goad began a seven part series of blog posts for the Society of Classical Studies. These posts took the insights from How Learning Works by Susan Ambrose et al. and discussed how to apply these ideas to teaching Latin and Greek. The last post of the series was in July … Continue reading T. H. M. Gellar-Goad’s “How Learning Works in the Greek and Latin Classroom” Blog Posts
Last week, one of my friends used a Latin reading with the story of Nisus and Euryalus so that he could talk about the quotation of a Vergil line on the 9/11 Memorial in New York City, and about quotation and intertextuality. Since the class was on September 11, 2015, it was perfect timing; but he was … Continue reading Should we teach sensitive topics?
During a discussion of how to improve student writing, a colleague remarked that she gave her students a checklist for each paper and required them to complete it and attach it to their assignments. This checklist included all the formatting guidelines, like font size and margins, that students often forget (or fudge), and some of … Continue reading Checklist for student papers