Tag: lesson planning
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RAP ON: Clickers in the Classroom
About the author: Tyler Read is a PhD student in the Engineering Psychology program at OSU and is currently studying perception in virtual reality. He is interested in attention, perception, and decision making. Also of interest is lapses in these processes and how these lapses can be mediated. This is part of our series of Research…
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Lesson Planning and Reflection
by: Kimberly VierraOSU Cascades – Business AdministrationStudent Engagement Program Manager “I have no question that students who learn, not professors who perform, is what teaching is all about: students who learn are the finest fruits of teachers who teach.” (Palmer, 2007, p.7). Dr. Funmi Amobi led us on a journey through the challenges of effective…
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Lesson Planning Matters: Learning Points from Tuesday Teaching Talk
Lesson Planning Matters: Learning Points from Tuesday Teaching Talk “Teaching in a university classroom requires preparation and a redirection of focus. The teaching is not about us; it’s about the students” (Hara, 2010). I recently facilitated my first Tuesday Teaching Talk to a cross-section of esteemed OSU faculty. If you missed it, this blogpost summarizes…
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Start Strong: Tips for an Effective First Day of Class
The first day of class sets the tone for the rest of the semester (Lang, 2019; Saucier 2019). Also, the first day of class comes with some nervousness, “first-day jitters,” even for experienced university teachers. There are several instructional tips for ensuring that the first day gets off to a good start. Lang encapsulates them…
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“It’s In the Syllabus”: Tips to Write a Robust Document for Your Class
“Is the final cumulative? How many exams are there? Is attendance required? What book do I have to buy?” It is somewhat irking when students ask a question about the class which you have already answered in your syllabus. Many faculty bemoan the fact that students do not read the syllabus. One easy fix has…
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Information Density in Lectures: How much content is too much?
Keeping up with the volume of information continually produced in any discipline often feels like a herculean endeavor, and that’s for experts. When we then try to structure our courses so that they reflect the “best,” “most current,” and “cutting edge” information in our field, the problem becomes all the more fraught. On a ten-week…