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It’s About Teaching Well

September 23, 2009

I haven’t taught an official 16 week course. But I’d like to.  My most challenging gig was back in Texas, a Citizenship / English Language Learning course of 30+ adults a night. And they didn’t even share the same mother tongue.

Today I assist and consult with Faculty at Notre Dame everyday. I don’t know who learns the most from whom.  Sometimes I’m vicariously experiencing several classes over the course of an entire semester. I do so from the point of view of the portion of the class taking place in an ‘extended classroom’ – Concourse. The part of the class students can interact with 24/7.  Because of such tools and the way Faculty are using them, face to face class time is changing. It’s not so much about information transfer and more about learning why the information matters and what you can do with it.

As has been the case for years, the Kaneb Center for Teaching and Learning presents new faculty with a teaching reference. I’m reading it now and recommend it to you. McKeachie’s Teaching Tips, everything on classroom management for the new Prof, and great tips for those who recognize we don’t yet know it all.

2 Comments leave one →
  1. July 21, 2011 9:35 pm

    We received this comment relative to measurable quality teaching (LG):…There is a giant flaw in Education across the globe and it is hiding like Osama Bin Laden in plain sight? We need a transparent and systematic way to identify and vet Best Instructional Practices. This will release organic growth across all aspects of education, and from the bottom-up. There are over 2 1/2 million teachers in the USA alone. Some will be great, good and weak and yet others will be seriously misplaced. However none can be held seriously accountable for learning outcomes until a string of vested interests, from overly ideological professors to learned societies hoping to sell trendy journals and books and conference attendance, address the elephant in the room: The lack of identification of results-tested Best Instructional Practices. Every other profession from hair care to surgery has done so. The current problem is that no one has access to what constitutes quality teaching, nor do we seem to realize that we don’t know that we don’t know; a receipt for mischief.
    Below are some sites addressing this flaw and suggestions of two (imperfect) textbooks that are very applicable to quick starting a serious step toward Pedagogical Science: http://bestmethodsofinstruction.com/ and
    http://anthony-manzo.blogspot.com/2010/05/brief-writing-for-thoughtful-righting.html.
    The two books that were decades in the making try to honestly report what the research seems to be saying about teaching toward higher literacy at all levels; overcoming illiteracy is near meaningless without a sustainably educated indigenous population; See: Manzo/Manzo/Thomas (2009) Content Area Literacy… (Wiley, Publisher; Arabic version available in 4th edition), & Manzo/Manzo/Albee: Reading Assessment: A Diagnostic-Teaching Approach (2004) (Thomson/Cengage, Publisher). The entire globe awaits our efforts. Higher literacy, our primary goal, is more than a North African Spring it is Liberation Education for all 4 seasons, personal freedoms, democratic governance, and with these Education with a peace dividend.
    Coming soon: The Foundation for: GlobalAdvancementOfProfessionalEducation.org. This has been a 35 year slog that always seemed an easy fix. Easy hasn’t happened so we are getting ready to take it on by the numbers and with personal savings. Help is welcome at every level. Your comments are welcomed: tmanzo@Fullerton.edu and/or manzo174@gmail.com

  2. Chris Clark permalink*
    September 24, 2009 2:31 pm

    Great book! There’s even a chapter (18) on “Technology and Teaching.”

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