Todd Zakrajsek shares about the 3rd edition of The New Science of Learning on episode 422 of the Teaching in Higher Ed podcast.
Let people struggle a little bit.
-Todd Zakrajsek
If you don't teach students how to do well in groups, they don't tend to get better at it.
-Todd Zakrajsek
Affiliate income disclosure: Books that are recommended on the podcast link to the Teaching in Higher Ed bookstore on Bookshop.org(https://bookshop.org/shop/teachinginhighered). All affiliate income gets donated to the LibroMobile Arts Cooperative (LMAC)(https://bookshop.org/shop/LibroMobile), established in 2016 by Sara Rafael Garcia(https://www.cuentosmobile.com/bio).”
Bonni and Dave Stachowiak talk about intentional calendaring on episode 421 of the Teaching in Higher Ed podcast.
A calendar can be really helpful because you’ve done some planning in advance to see what is most important for you to do and how much time that is likely to take.
-Dave Stachowiak
When you have a calendar you’re not making decisions every single hour of every single work day about where you are going to put your energy next. This causes a lot of decision fatigue.
-Dave Stachowiak
A calendar is all about intention, about making decisions about what is most important.
-Dave Stachowiak
Book links for this episode, along with the ones in the Teaching in Higher Ed bookshop (still a work-in-progress) generate affiliate income, 100% of which goes to supporting LibroMobile Arts Cooperative (LMAC) is a small sized, hybrid nonprofit organization established in 2016 by local author Sarah Rafael García in Santa Ana, California.
Dana Wanzer on saving time with Zotero on episode 420 of the Teaching in Higher Ed podcast.
Most of us do not need to be doing more at this time.
-Dana Wanzer
It doesn’t have to be something that just helps you, it can also help others.
-Dana Wanzer
Julia Charles talks about disrupting the syllabus on episode 419 of the Teaching in Higher Ed podcast.
Disrupting suggests that there is something that necessitates change over time.
-Julia Charles
I am disrupting an ideology, a way of thinking, about this document.
-Julia Charles
I view the syllabus as a tool for engagement.
-Julia Charles
When the syllabus is a document that you can be excited about, students become more creative in the class.
-Julia Charles
I’ve learned to ask for help and reach outside of myself.
-Julia Charles
Christopher Richmann talks about the self and syllabus project on episode 418 of the Teaching in Higher Ed podcast.
There is growing interest in the issue of the self that we bring into the classroom.
-Christopher Richmann
We are embedded selves and we bring ourselves and all of the artifacts that go along with our teaching into the classroom and into the task of teaching.
-Christopher Richmann
Am I coming across on my syllabus? Do students meet me in my syllabus?
-Christopher Richmann
Not all knowledge can be assessed or expressed in the same way.
-Christopher Richmann