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What's your position on the current state of the canon? 
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May 19, 2009 21:37
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That's so loving cool. You gave me exactly what I wanted to hear from you even though I was painfully vague. We were discussing the canon (again) a week or two ago in theory, and I was interested in your perspective on it based on your background. Is there a visible split in your colleagues, or do they tend one way or another? Do you have a department Bloom junkie? P.S. I want to be you when I grow up.
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May 20, 2009 00:37
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bartlebee posted:Here's another short topic. I've been switched from teaching Monday/Wednesday/Friday hour long course in Intro to Theatre to a Tuesday/Thursday, hour and fifteen minute course. I've taken basic pedagogy and I understand the concepts of active learning and engaging the student and all that jazz, but I'm a bit daunted by trying to keep introductory students engaged (or even awake) for that length of time. One of my sections is also at 8:00 in the morning (ugh). Any protips from other teachers? This is my second year of grad school, and any advice/similar experiences would be helpful. I made the switch in lesson plans myself recently. It's surprisingly easy. By the end of the semester, you'll wonder how you ever dealt with 50 minutes. Let them fill the time at first, especially if you're nervous. Group activities. Or bring in more multimedia for them to discuss/react to. I teach English 101, and for a 75 min, I usually do 20 min~ of lecture, a group activity (flexible, but usually 20-25 minutes), bring them back together for another five to ten to discuss, then another activity or more discussion/lecture as appropriate. Switching between activities takes time, even. I use it to remind them endlessly about due dates coming up, or for questions, or rehashing expectations.
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Jan 11, 2010 21:49
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