Category: Teaching - Wittenberg Door Campus Ministry

More Discussions

11/9/2016

Wednesdays are for Bits and Pieces 11/9/16

Our Wednesday blog posts are a smattering of ideas from a wider variety of sources than we cover on the other days of the week. Sometimes people will distinguish very sharply between ideas “of a religious nature” and others. Through most of the history of Christianity, the Church has held a different opinion. We strive to see all of life through the lens of Christian philosophy. All humans are, in one way or another, teachers. In this lecture, Dr. Patrick Allitt continues to work with the idea of discussion as a means of learning.

The Art of Teaching: Best Practices from a Master Educator. Performed by Patrick N. Allitt. U.S.A.: The Teaching Company, 2010. DVD. Lecture 12, “Engaging with Discussion, Part 2.”

As was presented in lecture 11, discussion classes are very helpful to students. In a seminar class, small group discussion work with a specific question and a time limit can be a very useful tool, if handled carefully. Training a class to do this well can be a challenge. Teacher intervention is helpful when the class goes off track.

Even in a small class, some more passive students will need to be drawn out. This can be done through questioning or making the shy student a spokesperson for the group.

Role-playing exercises may also help students engage with characters and articulate their ideas. Speaking as a person who holds values other than one’s own is a helpful skill.

The “case method” is used widely in law schools. Students find a way to address a question and they raise questions and debate about the situation. Those who are well prepared gain a lot through discussion of all types.

All education is aimed at having students take ownership of ideas. Careful use of discussion and debate prepares students for this move. Teachers need to remember in all their work that the skills they are developing may be new and difficult for the students. They require practice, something the classroom is made for.

All the work of Wittenberg Door Campus Ministry, including this blog, is supported by the generosity of people like you. Please consider joining our team of prayer and financial supporters. Read more here!

Classroom Discussion

11/2/2016

Wednesdays are for Bits and Pieces 11/2/16

Our Wednesday blog posts are a smattering of ideas from a wider variety of sources than we cover on the other days of the week. One of the areas where I have found considerable success over the past 20 years or more of teaching has been engaging students in discussion. You really learn something as you practice discussing it meaningfully. Let’s see how Dr. Allitt works with the idea.

The Art of Teaching: Best Practices from a Master Educator. Performed by Patrick N. Allitt. U.S.A.: The Teaching Company, 2010. DVD. Lecture 11, “Engaging with Discussion, Part 1.”

Participation in discussion is a learned skill which makes a learner more active. It improves ability to speak accurately and persuasively. Seminar courses are an excellent opportunity to work on this in gatherings of 12-20 students, though it can be done in a larger setting also.

Allit observes that a difficult logical discussion helps students remember the challenges they have faced. Calling on students who do not volunteer is also helpful to the teacher in assessing understanding. Eventually, a stimulating discussion may well spread throughout the classroom, involving a large number of students.

Allitt helps teachers with ideas of discussion topics. For instance, asking students what an author’s main argument is opens many avenues of discussion. Defining terms may be helpful as well. What were the counter-arguments presented? What evidence was there? What was or was not persuasive in an author’s argument? All this is helpful in a discussion class.

Normally discussions which veer off topic can be brought back by the teacher walking through the main themes of a reading. Students who are lost in the discussion benefit from this teacher involvement as well. To bring themselves along they may benefit from prompting and repeated questioning. Though the teacher may not enjoy it, probing for information is important. However, eventually, if a student is not adequately prepared, it may be necessary to move to another student to get a positive answer to a line of inquiry. It is possible, as a teacher, to reject wrong answers. Accuracy is necessary, but does not need to be unkind. Pushing students to think and discuss well helps them as they learn to prepare well.

All the work of Wittenberg Door Campus Ministry, including this blog, is supported by the generosity of people like you. Please consider joining our team of prayer and financial supporters. Read more here!

Critical Summaries and Reviews

10/26/2016

Wednesdays are for Bits and Pieces 10/26/16

Our Wednesday blog posts are a smattering of ideas from a wider variety of sources than we cover on the other days of the week. Sometimes people will distinguish very sharply between ideas “of a religious nature” and others. Through most of the history of Christianity, the Church has held a different opinion. We strive to see all of life through the lens of Christian philosophy. All humans are, in one way or another, teachers. In this series of lectures, Dr. Patrick Allitt explores what it is to be a teacher. Let’s dig in.

The Art of Teaching: Best Practices from a Master Educator. Performed by Patrick N. Allitt. U.S.A.: The Teaching Company, 2010. DVD. Lecture 10, “Teaching the Critical Skills.”

In this lecture, Allitt discusses how the teacher enables students in reading, taking notes, thinking, and being able to present information themselves. This is a large challenge. Allitt reflects that he spends a great amount of time helping students learn to pull information out of written texts. Learning to read aloud and identify the tone of the writing is very important. Learning positive time management skills and overcoming procrastination is crucial to helping students become successful.

Creation of intermediate deadlines can be very helpful for students who need to be pulled into activity. Encouragement of literacy is important for students. Those who don’t read widely and well will not become truly educated. Reading away from distractions is very helpful. Reading slowly and carefully develops concentration and awareness of details. Learning to read quickly for overviews and even specific information is also an important skill. Allitt views reading aloud and re-reading as the master keys to understanding a piece of written material. He regularly has students read aloud. Learning to paraphrase a reading is a valuable research and learning skill. Finding the tone and emotional cadence of a reading is helpful in entering into the author’s argument.

The good teacher will help students review, understand, and be able to summarize information. Reading an assignment twice is a good practice, when possible. Learning to draw adequate notes from a reading or other situation is also a very valuable skill. Finding the main points and subsidiary points helps the student grasp the organization of the source material. Allitt suggests students learn to write a one paragraph summary of a chapter or a one line summary of each page read. Occasional collection and review of some notes can help students take better notes and teachers to evaluate learning.
Allitt finally suggests teachers help students learn the different styles of writing and speaking used in different times and different contexts to see why various materials are written as they are. This helps understand the cultural setting of the original message.

All the work of Wittenberg Door Campus Ministry, including this blog, is supported by the generosity of people like you. Please consider joining our team of prayer and financial supporters. Read more here!

Illustrations

10/19/2016

Wednesdays are for Bits and Pieces 10/19/16

Our Wednesday blog posts are a smattering of ideas from a wider variety of sources than we cover on the other days of the week. Sometimes people will distinguish very sharply between ideas “of a religious nature” and others. Through most of the history of Christianity, the Church has held a different opinion. We strive to see all of life through the lens of Christian philosophy. All humans are, in one way or another, teachers. In this series of lectures, Dr. Patrick Allitt explores how useful a variety of illustrations will be in a class.

The Art of Teaching: Best Practices from a Master Educator. Performed by Patrick N. Allitt. U.S.A.: The Teaching Company, 2010. DVD. Lecture 9, “Demonstrations, Old and New.”

In this lecture, Allitt discusses various illustration technologies, including some which are very old, such as showing students an object, as well as some very new technologies, such as use of clickers and classroom polls. Old technology, such as a chalkboard, a whiteboard, or a large piece of paper, can be used by almost any teacher very effectively. Teacher interaction with it is easy and quick, requiring little premeditation. Learning not to speak to the board is a challenge for many teachers. A board is a very helpful way of illustrating work step by step.

Since students tend to remember visual elements, showing an artifact in class is often a very helpful tool. Demonstrating alongside description is a vivid way of making concepts understandable.

The “clicker” is becoming more popular. Students are given a transmitter indicating yes, no, or sometimes some alphabetical characters. The teacher can ask for an answer to a question, take the clicker poll, and identify right and wrong answers as well as opinion and preference questions. In-class software can gather, sort, and analyze the responses. In a large class the teacher can find this a valuable tool.

Distributing information and asking questions via email is a common practice. DS observes that email is not very widely used in 2016, but that it remains popular and helpful in educational institutions. Podcasts for further information are often useful. Allitt views the use of the Internet as positive, though deserving caution because of the lack of consistency in writing and research.

All the work of Wittenberg Door Campus Ministry, including this blog, is supported by the generosity of people like you. Please consider joining our team of prayer and financial supporters. Read more here!

Powerpoint, Schmauerpoint!

10/12/2016

Wednesdays are for Bits and Pieces 10/12/16

Our Wednesday blog posts are a smattering of ideas from a wider variety of sources than we cover on the other days of the week. Today, visual presentations. On a personal note, I love it when a colleague asks for my powerpoints and I explain that it will happen . . . never.

The Art of Teaching: Best Practices from a Master Educator. Performed by Patrick N. Allitt. U.S.A.: The Teaching Company, 2010. DVD. Lecture 8, “Teaching with PowerPoint.”

In this lecture, Allitt speaks about use of technology in teaching. Specifically, here he addresses the use of PowerPoint, a useful tool for showing illustrations, rather the way teachers in former days used slide projectors. Unfortunately, the tool can be overused and misused in such a way as to damage the effectiveness of a teacher.

If there is an undeniable gain involved in use of the technology it should be used. Before the mid-1800s it was relatively unusual to see pictures. The development of the magic lantern, an early slide projector, created a great deal of interest as it was possible to show pictures of items to large numbers of people. PowerPoint, developed in the 1990s, allowed presenters to have highly visual presentations easily. Unfortunately, it is easy to overwhelm the student with content and visuals, leaving a lecture cluttered and confusing. Simple graphics and very brief text makes a more helpful visual aid. The visual presentation can divide attention between the teacher and the presentation.

Removing the slide from a screen after using it is important. As long as the slide is on the screen, attention will be divided between the teacher and the slide. Further, since lights are often dimmed when a projection is in use, students tend to relax and be less alert. The slides, when used, must do something more than what you are doing yourself. Allitt illustrates useful slides which he uses, pictures from various historical periods. He gives examples of the discussions which can be prompted by a vivid visual image.

Allitt also draws a distinction between a presentation which bears the whole content of the class and one which does not. Because he wishes his students to be in class he purposely avoids having essential content in any presentation he makes available outside of class. Other instructors would like to have a presentation which does provide all the necessary content.

All the work of Wittenberg Door Campus Ministry, including this blog, is supported by the generosity of people like you. Please consider joining our team of prayer and financial supporters. Read more here!

Lectures - The Good, the Bad, the Ugly

10/5/2016

Wednesdays are for Bits and Pieces 10/5/16

Our Wednesday blog posts are a smattering of ideas from a wider variety of sources than we cover on the other days of the week. Sometimes people will distinguish very sharply between ideas “of a religious nature” and others. Through most of the history of Christianity, the Church has held a different opinion. We strive to see all of life through the lens of Christian philosophy. Today we consider an exploration of dynamic lecturing. The principles may apply to any situation in which one person needs to make a presentation. Let’s see what Dr. Allitt finds in the concept.

The Art of Teaching: Best Practices from a Master Educator. Performed by Patrick N. Allitt. U.S.A.: The Teaching Company, 2010. DVD. Lecture 7, “Dynamic Lecturing.”

Allitt here discusses lecturing, a tried and true practice in which the teacher speaks and the student listens. Lectures may be anywhere from about a minute to an hour or more in length. They may be very good at times. Then again, sometimes they fall flat. Allitt sets out to introduce how a teacher can make a good lecture.

In essence, the good lecture is informative, organized, engaging, about only one thing, and gives students something useful to take away. There are elements of theater involved in lecture, through motion, gesture, and eye contact. Allitt discourages reading a lecture from a script, as very few speakers can actually read well enough to keep attention. Since written and spoken English are different, lecturers need to use genuine spoken English patterns. Avoiding dependence on notes also allows the teacher to monitor student engagement more constantly. Body language should communicate the subject and the teacher’s desire to share the subject with the students.

The teacher persona, variations in speed and voice, and changes of posture have a strong effect on students. Allitt also points out that speaking quietly will often quiet a noisy classroom and attract attention. The teacher should also be sure to use accurate and strong language. Avoiding “like,” “you know,” and other rhetorical fillers is important.

Allitt reminds the viewer that students should be able to ask questions, reminding the teacher to clarify and expand on ideas. Being able to tie ideas to motifs familiar to students is important. For many audiences, a reference to a popular television series will mean more than a reference to Shakespeare. Remaining active in the classroom also increases the student impression of your lack of need for notes. Making movements purposeful allows students to see the direction the instructor wishes them to move mentally. Careful use of pacing including silence can be very helpful and powerful as well.

All the work of Wittenberg Door Campus Ministry, including this blog, is supported by the generosity of people like you. Please consider joining our team of prayer and financial supporters. Read more here!

Equal and Unequal Together

9/28/2016

Wednesdays are for Bits and Pieces 9/28/16

Our Wednesday blog posts are a smattering of ideas from a wider variety of sources than we cover on the other days of the week. Today we consider the teacher/student relationship. This is a matter of great importance within any educational context, as well as within most interpersonal relationships. Dr. Allitt discusses these relationships involving different power levels.

The Art of Teaching: Best Practices from a Master Educator. Performed by Patrick N. Allitt. U.S.A.: The Teaching Company, 2010. DVD. Lecture 6, "The Teacher-Student Relationship”

Teacher and student are unequal. Each can expect some particular things from the other. There are some barriers which should therefore exist and some which may break down. Allitt prefers strong barriers while some teachers like fewer barriers. He considers those relationships here from the student perspective. Students are very good at perceiving the ground rules of interaction set out by teachers.

Students do want enthusiastic, informed teachers who are well organized. A teacher who can find the humor in the subject matter can also engage students in the material well. Students also tend to respond to teachers who show care for them, learning names and details which are important to them. Having access to teachers is also important to students. Both the best and worst students will seek help from a professor, while those in the middle may be less likely to do so.

Allitt observes that some students avoid coming due to pressure against trying to earn special favors. Making an atmosphere where students find easy access to teachers may be a challenge. Many students report that the adult friendship they can form with a teacher is helpful to them. Allitt does encourage strict boundaries, especially regarding students who tell personal information and ask for favors. Cultivating appropriate relationships which show care and respect on both sides is a challenge.

The teacher is ultimately some sort of role model for the student. He may be positive or negative, but will always be a role model.

All the work of Wittenberg Door Campus Ministry, including this blog, is supported by the generosity of people like you. Please consider joining our team of prayer and financial supporters. Read more here!

Shoot for the Goal

9/21/2016

Wednesdays are for Bits and Pieces 9/21/16

Our Wednesday blog posts are a smattering of ideas from a wider variety of sources than we cover on the other days of the week. Today, the question which comes up in context after context, “Where are we going?” Whether in a series of lectures, a topical study, a course, or a game plan, the goals need to be present and clear, at least to the leader. Let’s see how Allitt explores the idea.

The Art of Teaching: Best Practices from a Master Educator. Performed by Patrick N. Allitt. U.S.A.: The Teaching Company, 2010. DVD. Lecture 5, "Planning the Work”

Allitt reminds the audience that the overall goal of the course needs to be kept in mind throughout. There may be various surprising interruptions, but after time most of them make sense to the teacher. The teacher moves to the goal in a steady and purposeful manner. Known objectives will generally result in a positive outcome.

Teachers report that building on what students already know, tying ideas together, and teaching a concept deeply is very important. Review, repetition, and structure help the students put information into meaningful structures.

Allitt recommends each session introducing some new issue to capture student interest. Yet in the structure, always leave some room for variation. Teachers Allitt interviews speak of how they change their methods and goals based on variables which arise in class. To accomplish this, we must have enough space for our material. Covering less material better is a good thing.

Since students find some areas of learning difficult, a good teacher needs to be ready for these troubles. A teacher normally benefits from taking courses and facing such challenges. This helps the teacher know how a student feels when material is difficult.

Course evaluation should be well planned out, including assignments due and how they will be evaluated. The teacher needs to be able to identify mastery and sort students by level of accomplishment.

All the work of Wittenberg Door Campus Ministry, including this blog, is supported by the generosity of people like you. Please consider joining our team of prayer and financial supporters. Read more here!

Being Authentic

9/14/2016

Wednesdays are for Bits and Pieces 9/14/16

Our Wednesday blog posts are a smattering of ideas from a wider variety of sources than we cover on the other days of the week. I’ve been told often that people want to see a pastor or presenter “being genuine” or “authentic.” What does this mean? Which “real me” did you want to see? Dr. Allitt explores this idea in the context of the persona of the teacher.

The Art of Teaching: Best Practices from a Master Educator. Performed by Patrick N. Allitt. U.S.A.: The Teaching Company, 2010. DVD. Lecture 4, “The Teacher’s Persona”

Allitt speaks about how the teacher’s persona can establish respect and leadership. It needs to fit both the teacher and the learning environment. Each teacher will be a bit different. The teacher does have to act differently in the classroom than in most other interactions. This includes administering correction and discipline.

Discipline which is consistent leads to respect and diligence. The teacher also wants to be slightly removed from the bulk of the class, though not radically different. Having a consistent teacher persona helps students know how to act. Allitt calls this distance and persona “benign inequality.”

Students benefit from knowing that they are not the equal of the teacher in knowledge or experience. An appropriate teacher-student relationship is not that of friends, but requires impartial and dispassionate evaluation.

The best teachers can create some dramatic tension in the classroom, helping students experience their subject firsthand. This ability engages students more actively in the learning project. Allitt urges creation of an enthusiastic atmosphere.
Allit also reminds his audience that good performance should be praised. Sometimes we will also say something positive which encourages students to try harder, even if they have not done so in the past.

All the work of Wittenberg Door Campus Ministry, including this blog, is supported by the generosity of people like you. Please consider joining our team of prayer and financial supporters. Read more here!

Getting to Know You

9/7/2016

Wednesdays are for Bits and Pieces 9/7/16

Our Wednesday blog posts are a smattering of ideas from a wider variety of sources than we cover on the other days of the week. Today we consider starting a class. Is it the same as starting a conversation? Starting a relationship? What do first encounters and impressions accomplish?

The Art of Teaching: Best Practices from a Master Educator. Performed by Patrick N. Allitt. U.S.A.: The Teaching Company, 2010. DVD. Lecture 3, “Starting Out Right”

The first experiences with students in a course are very important. The teacher who is able to give a lively introduction rather than just rules and regulations sets the class up for success. Learning names and putting them with faces makes many students feel engaged. Having an opening assignment and knowing the first lecture with minimal notes is also very helpful. The teacher can tell stories about the subject, which helps grasp the imagination. Students who are curious will learn more.

It is also very important to show why the subject is useful to the students. Showing relationships with career advancement and with other topics is very helpful in this regard.

The good teacher also will give examples of how to solve problems, meanwhile showing expertise with the subject. This is also a very good time to illustrate the developments and changes in the field. Encouraging students in interaction from the start sets the stage for good learning.

The teacher also needs to make expectations clear from the start, both academically and interpersonally. The teacher is the head of the class, which is a special occasion and setting. Students should have a schedule of events but the explanation of that schedule should not dominate.

All the work of Wittenberg Door Campus Ministry, including this blog, is supported by the generosity of people like you. Please consider joining our team of prayer and financial supporters. Read more here!

What Does a Learner Look Like?

8/31/2016

Wednesdays are for Bits and Pieces 8/31/16

All humans are, in one way or another, teachers. In this series of lectures, Dr. Patrick Allitt explores what it is to be a teacher. Today, what makes a learner? Are there different skills which learners need to cultivate?

The Art of Teaching: Best Practices from a Master Educator. Performed by Patrick N. Allitt. U.S.A.: The Teaching Company, 2010. DVD. Lecture 2, "The Broad Range of Learners"

Allitt observes that everyone engages in informal teaching and learning. In this lecture he points out several learning habits. Ultimately, everyone needs to educate himself. Parents are key in creating an atmosphere of lifelong learning. Encouraging curiosity is positive. College students often agree that their parents were formative in their learning habits. Allitt suggests that some parents who are able to homeschool are a great help to their children. Also, students who teach normally learn very well due to the teaching tasks. Cooperative learning may also be helpful due to the involvement of the different students as presenters of information.

Allitt observes that once people leave education they tend to know more about fewer things, losing some breadth. Experts need help applying their expertise to a variety of areas, while students need help developing that expertise.
Teaching is not merely imparting information, but enabling students to think in new ways. The educator also needs to continue gaining information and finding new ways to think. All people will do best if they are committed to learning and thinking as they see their world change. They need to be informed by the past and look to the future. Recognizing the intricate nature of our world allows us to learn and grow.

All the work of Wittenberg Door Campus Ministry, including this blog, is supported by the generosity of people like you. Please consider joining our team of prayer and financial supporters. Read more here!

We all do it - teach, that is.

8/24/2016

Wednesdays are for Bits and Pieces 8/24/16

Our Wednesday blog posts are a smattering of ideas from a wider variety of sources than we cover on the other days of the week. Sometimes people will distinguish very sharply between ideas “of a religious nature” and others. Through most of the history of Christianity, the Church has held a different opinion. We strive to see all of life through the lens of Christian philosophy. All humans are, in one way or another, teachers. In this series of lectures, Dr. Patrick Allitt explores what it is to be a teacher. Let’s dig in.

The Art of Teaching: Best Practices from a Master Educator. Performed by Patrick N. Allitt. U.S.A.: The Teaching Company, 2010. DVD. Lecture 1, "Successful Teaching"

Allitt has an extensive background as a teacher. He reports that his career as a teacher has been full of challenges, which helped him improve. Experiences in the British educational system including the tutorial system of research and recitation were instrumental in the formation of his diligence in scholarship. Seminars which involved interactive student discussions proved superior in development of his ability to explain ideas. As a young teacher, he had not been well prepared in educational tactics. He learned by making various mistakes and self-correcting.

This course seeks to uncover principles of teaching which should work with a variety of disciplines and settings. To prepare the course he interacted with faculty and students at numerous institutions. Allitt has extensive experience in a center for teaching where faculty would work to improve their abilities. His intention is to expose his viewers to different strategies which can be compared and evaluated. Education is so important and varied that everyone can learn and grow. Formation of lifelong learners is a primary goal of the course.

All the work of Wittenberg Door Campus Ministry, including this blog, is supported by the generosity of people like you. Please consider joining our team of prayer and financial supporters. Read more here!