[social_share/] [social-bio] By Carolyn Hoessler Although BOPPPS model suggests discussing objectives before pre-assessment, I often start with a quick polling activity. What I do… I poll students through a quick show of hands of where they are along a continuum of confidence or competence in today’s topic. I stand in a corner at the…
[social_share/] [social-bio] In my previous post, I used the analogy of an opening scene (Footloose) to illustrate the role that the bridge-in plays in setting up expectations for further learning. To plan and facilitate active learning, I use a BOPPPS lesson plan template that I’ve modified slightly from resource provided through the Instructional Skills Workshop…
[social_share/] [social-bio] Most teachers use the bridge-in as a means to introduce their lessons in an engaging way, build capacity and motivation to learn, or garner students’ attention or interest. I view the bridge-in as an opportunity for students to actively learn and participate in my class. This post builds on Carolyn’s analogy that the…
[social_share/] [social-bio] How can a European educated, non-Aboriginal philosopher effectively and ethically teach a course on Indigenous philosophy? For Dr. Daniel Regnier, professor and department head of philosophy at St. Thomas More College, the answer to this question was to set aside a traditional approach to teaching in favour of collaboratively designing and teaching Phil…
[social_share/] [social-bio] By Lavonne Cloke Have you ever wanted to learn new software, design or business skills to enhance your personal or professional goals but don’t have the money for expensive courses? U of S faculty, staff and students now have the opportunity to fully access thousands of unlimited, free tutorials, seven days a week,…
[social_share/] [social-bio] By Carolyn Hoessler The smell of popcorn wafts by, the lights dim, the audience stills, the screen darkens then comes to life…ready for a movie? Cues signal the activity we are about to engage in and prepare our minds and bodies. We look, listen and wait for cues that tell us to…
[social_share/] [social-bio] For several years, the GMCTE has offered the Course Design Institute (CDI), a four to five-day intensive workshop that walks instructors through the development or redevelopment of one of their courses. This May, the CDI we be delivered in an entirely different format than in the past by “flipping” it to provide participants…
[social_share/] [social-bio] I am extremely pleased to promote and encourage participation in the 4th annual Scholarship of Teaching and Learning (SoTL) symposium. The day will be strengthened by a diversity of perspectives so we welcome all who would like to attend, no experience of undertaking SoTL is necessary. The event will be held on the…
[social_share/] [social-bio] By Carolyn Hoessler We teach so that students engage in actions to continue to learn including completing assignments, readings and answering questions in class. But does our teaching increase such behaviours or decrease them? One lens, psychology of learning, suggests we likely do both. Unlike classical conditioning’s focus on reflexes such as…