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Attacking Ideas, Not People: Using Structured Controversy In The College Classroom, Barbara L. Watters
Attacking Ideas, Not People: Using Structured Controversy In The College Classroom, Barbara L. Watters
Professional and Organizational Development Network in Higher Education: Archives
In my version of structured controversy. students choose a controversial issue related to the course in which they are enrolled. prepare pro and con arguments based on course material. debate the issue formally in class, and engage in small-group discussions to discover common values and solutions. Although I have used structured controversy only with college students in psychology courses, it could be adapted easily for other age groups and academic subjects (Johnson and Johnson, 1979; Johnson and Johnson. 1987; Johnson. Johnson, and Holubec, 1993). Using structured controversy involves three steps: preparations, argumentation, and collaboration.
Teaching With Style: The Integration Of Teaching And Learning Styles In The Classroom, Anthony F. Grasha
Teaching With Style: The Integration Of Teaching And Learning Styles In The Classroom, Anthony F. Grasha
Professional and Organizational Development Network in Higher Education: Archives
Teaching with style demands that instructors explore "Who I am as a teacher?" and "What do I want to become?" The integrated model provides one vehicle for doing so. The payoff is that we move away from blindly teaching as we were taught or simply repeating how we taught the course the last time. Instead. instructional strategies become grounded in a conceptual base of knowledge about teaching and learning styles. Like scholarly methods in our disciplines, instructional strategies then begin to serve broader philosophical, theoretical, and conceptual goals.
Students' Reactions To Performance-Based Versus Traditional Objective Assessment, Anthony L. Truog
Students' Reactions To Performance-Based Versus Traditional Objective Assessment, Anthony L. Truog
Professional and Organizational Development Network in Higher Education: Archives
In summary, the struggle to obtain more performance-based evaluation goes on. The results to date support the idea that more student involvement is better. The issue of cost-benefit analysis must be continually addressed, while not losing either the vision to make assessment intrinsic to the learning process, nor the efficiency of objective detachment. The really exciting aspect will be the personal growth of the students and their instructor.