#WaveWatchingWednesday means here comes a repost of all my recent Insta posts! Enjoy :)
#WaveWatchingWednesday
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How to create an Activity Bingo for teaching purposes
We have recently shared our experiences with a Bingo game to nudge students to make the most out of fieldwork (Glessmer et al., 2023), and I have created Bingos for other purposes, like designing courses with Universal Design for Learning in mind, or for my freediving club’s summer camp, or the iEarth GeoLearning Forum 2023 (yes, you can look forward to that!). And now, Kjersti and I have come up with the Bingo of Bingos: A “how to design your Activity Bingo for teaching purposes” Bingo! Because who doesn’t love a gamified approach to basically everything?
How can we adapt a teaching method for our purposes? The “Doughnut rounds” example
One thing that often surprises me is how seriously many teachers take teaching methods. As in, there must be fixed times for each of the phases of think-pair-share. Or there is an exact percentage of students that must answer a question correctly for a teacher to move on to the next topic. Or that sort of thing. That is NOT how I use methods, and here is my attempt at explaining what I do instead.
Currently reading: “Geeky Pedagogy” by J. Neuhaus
The subtitle “A guide for intellectuals, introverts, and nerds who want to be effective teachers” really intrigued me, and below is a collection of thoughts on it.
Very preliminary thoughts on AI tools and teaching
This morning, I attended Rachel Forsyth’s presentation on “Handling the impact of AI tools: LU working group recommendations”, and here are some notes.
Revisiting Universal Design for Learning
I have again been chewing on the “Universal Design for Learning” idea for the last couple of days. This was prompted by us agreeing that we want to let participants in an upcoming course play UDL Bingo, where participants check boxes if they notice that we are doing something to make the course more accessible, and we can then discuss what we did do and what we could and maybe should have done. In order to improve the old bingo (which I am not linking to here, because the new one comes below!), I went back to the UDL guidelines (http://udlguidelines.cast.org). I still find them slightly overwhelming, but here is a version that now makes sense in my head (I always have to re-compile complex information in order to process it…) and that I think I might be able to teach in the 45 or so minutes that I have available in that specific course.
10 years of “Adventures in Oceanography and Teaching”!
Today marks the 10 year anniversary of my blog, “Adventures in Oceanography and Teaching”! This blog is a pretty detailed documentation of my development as a teacher over the last 10 years. Now that my job is “to teach teachers how to teach”, is there any value in keeping the historical record of how I used to think about things, before I knew better?
24 days of #KitchenOceanography — now available as a book!
For all of you who know and love my “24 days of #KitchenOceanography” series (and for those who need to quickly look up what that was about and then fall in love with it ;-)) — you can now buy it as a book!
The book contains 24 easy experiments, embedded in the bigger context of the world ocean, that can be done using only common household items.
- Buy directly from publisher
- Buy on Amazon.com
- Buy on Amazon.de
- Buy on Amazon.se
- Buy anywhere that sells books using ISBN-13: 9783757824433
Remember, the 24 #KitchenOceanography experiments also work very well as an advent calendar!
Dive camp bingo
While on the Bingo trip to nudge people (see here for example for fieldwork activities for students, or Universal Design for Learning for teachers), why not make one for the Active Divers dive camp?
iEarth journal club on ‘Education as Relational Process’ by K. J. Gergen
For this week’s iEarth journal club, we are reading the chapter ‘Education as Relational Process’, from Kenneth J. Gergen’s book ‘An Invitation to Social Construction‘. My thoughts below.