By Janell Johnson, OSU College of Agricultural Sciences
“…Teaching, when done well, is a craft that requires ongoing reflection and improvement” (Thurston et al., 2021, p. 2). It’s amazing to look back and reflect on not only how much students have changed since I started teaching at Oregon State University, but how my teaching has transformed as well. For me, rapid technological change and a global pandemic resonate the most. As a result, my instructional strategies, teaching methods, and approach overall have had to shift and mold to this ever-changing higher education landscape.
When posed with the question, “What is resilient teaching?” I hesitate at first because the question is so complex and can be approached from many different directions. To me, resilient teaching is simply going back to the basics. I’m not one to shy away from exploring new platforms, apps, or other technological tools that can improve engagement, make grading more efficient, etc.; however, I do appreciate utilizing “less techy” strategies in the classroom.
The OSU Center for Teaching and Learning is a great resource for such ideas, so I encourage you to check out the Instructional Strategies Cards housed on their website. Some of my favorites include think-pair-share and four corners (engagement), virtual field trips (representation), and 3-2-1 (action and expression).
Think-pair-share (TPS) isn’t likely a groundbreaking concept for many of you. It’s my go-to when tying an assignment into the lecture material I’ll be covering. It’s a great way to not only get students interacting with each other but also allows them to process what they’ve learned and be prepared for upcoming content. Sitting through a 50-minute (or even longer) lecture can feel like an eternity for students. I use the four corners activity to get students out of their seats and moving around. Four corners require students to move to a corner that best aligns with their thinking (i.e., agree, disagree, neutral, etc.) when tasked with deciding about a problem or question. All the students that have gathered in each corner are then able to discuss their rationale. A group discussion with everyone in the class then follows. This is an especially great activity when we’re discussing contentious issues within the animal science realm.
Virtual field trips have been commonplace in one of my online animal science courses and were crucial when teaching labs during the pandemic. I have found myself still using virtual field trips in one of my in-person courses. The class that comes to mind teaches students about swine production and management. One Saturday during the term is dedicated to touring local swine farms. Although we can visit some nearby that showcase niche production systems, Oregon isn’t the most prolific swine state. As much as I’d like to fly my class to see a large-scale facility in the state of Iowa, it’s just not in the teaching budget. To mitigate this, I have students go on a virtual field trip, and they explore a large sow farm in South Dakota. It’s a great way to see how an intensive system operates and allows students to compare what they’ve experienced in person and virtually.
A great way to debrief at the end of a lecture (or unit or module) is by using the 3-2-1 method. This entails students independently listing three facts or ideas they learned, two ways they plan to implement or apply what they’ve learned, and one idea they would like clarification about or want to learn more about. This is a great opportunity for you to assess your teaching and follow up with students who need some clarity.
If you’re feeling overwhelmed and your resilience is waning, then I encourage you to go back to the basics. You don’t have to find the latest and greatest app or tech tool to create an engaging environment. Instead, talk to your colleagues and utilize the university resources that are just a click away!
References
Thurston, T. N., Lundstrom, K., & González, C. (Eds.) (2021). Resilient pedagogy: Practical teaching strategies to overcome distance, disruption, and distraction. Utah State University. https://doi.org/10.26079/a516-fb24
About the author: Janell Johson is a Senior Instructor II in the OSU Animal and Rangeland Sciences Department. She teaches lower-division courses (both in-person and online) in the animal science discipline and is quickly approaching her 13th year teaching at OSU. She is the recipient of the university’s 2024 Dar Reese Excellence in Advising Award.
Editor’s note: This is part of a series of guest posts about resilience and teaching strategies by members of the Fall ’24 Resilient Teaching Faculty Learning Community facilitated by CTL. The opinions expressed in guest posts are solely those of the authors.
Top image generated with Microsoft Copilot
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