“It is a story replicated in many history classrooms during the semester. Students have once again done poorly on an assignment or exam. Their essays are the sites of massive, undifferentiated data dumps. They have paraphrased primary sources instead of analyzing them, ignored argumentation, confused past and present, and failed completely to grasp the ‘otherness’ of a different era.” (p. 1211)
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
recommended instructional practices
Sometimes a teachable moment occurs when a student is stuck, other times it’s when a topic has sparked her interest. In an email interview, Eric Frierson, an instructional technology librarian at the University of Texas–Arlington, shares strategies for online instructors to capitalize on both types of teachable moments.
The Socratic questioning strategy described in the article appealed to me. I could see how it would cut down on quizzes, grading, and the whole sad enterprise of writing multiple- guess questions that dulled students’ thinking. I made some adaptations and expectantly implemented it in my introduction to political theory course.
Those expectations quickly dissolved. At her desk, one of my best students…