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Team Teaching, Kathryn M. Plank
Team Teaching, Kathryn M. Plank
Faculty Scholarship
Team teaching has the potential to have a profound impact on both teaching and learning. Many who have taught as part of a team report the break from solitary practice brings renewed excitement for teaching and the course that makes them better teachers. It also creates a learning environment in which students can explore multiple perspectives and ways of knowing. Of course, along with the benefits come many challenges. This paper shares some of the advice gleaned from those who have written about their team teaching experiences to help others make the most of the opportunity.
Can Reading Questions Foster Active Learning? A Study Of Six College Courses, Kathryn M. Plank, Tomas M. Koontz
Can Reading Questions Foster Active Learning? A Study Of Six College Courses, Kathryn M. Plank, Tomas M. Koontz
Faculty Scholarship
Many instructors strive to encourage student reading outside of class and active learning in class. One pedagogical tool, structured reading questions, can help do both. Using examples from question sets across six courses, the authors illustrate how reading questions can help students achieve the six active-learning principles described by Svinicki (1991). Qualitative and quantitative assessment data indicate that students often complete readings before class, that they view the questions as very helpful in their learning, and that they use the questions primarily to help understand what information is important and connect it to prior knowledge. Some differences in use are …
Learning To Teach, Teaching To Learn, Kathryn M. Plank, Diane M. Enerson, Susannah Milner, R. Neill Johnson
Learning To Teach, Teaching To Learn, Kathryn M. Plank, Diane M. Enerson, Susannah Milner, R. Neill Johnson
Faculty Scholarship
No abstract provided.