From workshops, blogs, conferences, journals, to teaching statements for job applications, sharing one’s teaching philosophy and strategies with other teachers is common practice among academics. And yet, how often do academics explicitly share their teaching philosophy with their own students? Or even invite students to collaborate in developing a shared educational framework for their own […]
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To Call on Students, or Not to Call on Them? On Structuring Class Participation
By Jonathan Kwan and Iris Strangmann Though every class is different, each generally entails a spectrum of student participators, from the very talkative to the somewhat talkative, to the completely silent. Building on our conversations and experiences as a part of the TLC’s Open Teaching Initiative, we ask in this post whether teachers should require […]