Footnotes: Video Reflections to promote Text-Centered discussion
A group of teacher-researchers suggest that video might be teachers’ key to better professional development as discussion practitioners.
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Summaries of the newest research related to student-led discussion. Think of it as teacher-approved SparkNotes (with better citations) for papers published by top schools of education, research-based websites, and think tanks.
A group of teacher-researchers suggest that video might be teachers’ key to better professional development as discussion practitioners.
Two recent articles push us to expand the formality of language and setting that counts as “engagement” in discussion-based courses.
Even without sophisticated video games at our disposal, we find Shute and Ventura’s embrace of games for formative assessment inspiring and wonder, after reading, what it might look like for teachers to enact “stealth” assessments in existing classrooms without sophisticated technology.
We often use metaphors to describe what we do in the classroom. Do those metaphors help us, or do they hurt us?
Experienced online teachers show a preference for, and a desire for more, student-centered practices. Their voices can remind innovators where to focus.
Active learning, at least at first, benefits extroverts more than introverts. What can we do about it?
Paraphrasing, by Bergman’s definition, is a retelling of what a student has just said in similar, perhaps clearer, words. He notes, though, that in such moments paraphrase a teacher often “ignores missing pieces and inaccuracies.”
Everyone’s afraid of Zoom fatigue these days. Lowenthal and Dunlop ask their students how to make social presence possible online.
A 2017 article challenges us to think from, but also beyond, the popular concept of white fragility — especially when it comes to building new curricula.
How do we use the “discussion board” feature to… actually hold discussions?