Somehow a print of the “Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice” (Nicol & Macfarlane-Dick, 2006) article ended up on my desk. I don’t know who wanted me to read it, but I am glad I did! See my summary below.
#WaveWatchingWednesday
Welcome to my wave watching week! :)
Currently reading: JUTLP special issue on belonging in an anxious world (articles 1-7)
In response to my blog post about belonging, I was made aware of the current issue of the Journal of University Teaching and Learning Practice (JUTLP) on “Pedagogies of belonging in an anxious world“. So now I am determined to actually read that whole issue! My short summaries of the first 7 articles below.
A red thread in my career: Being intentional about building community
Today is my blog’s 9th Birthday! How incredible is that? I’ve published 1,300 blog posts (this one is, in fact, exactly number 1,300!). Who would have thought that this would come out of me being a bored babysitter because A&I(happy anniversary, btw!)’s kids are always just too well-behaved and were sleeping, and I was on the couch procrastinating on doing some other stuff, and so I started a blog about floating and sinking soda cans and other #KitchenOceanography fun. And how cool that the topic and title I picked back then transitioned so well with every move my career would take! It seems incredible how much I’ve written over the years and how much time I must have spent on this blog in total. But it has been so rewarding, and so much fun! And it has also become a really interesting record of my professional development.
Students’ sense of belonging, and what we can do about it
Last week, Sarah Hammarlund (of “Context Matters: How an Ecological-Belonging Intervention Can Reduce Inequities in STEM” by Hammarlund et al., 2022) gave a presentation here at LTH as part of a visit funded by iEarth* that led to a lot of good discussions amongst our colleagues about what we can do to increase students’ sense of belonging, and to the question “what can we, as teachers, do, to help students feel that they belong?”.
Below, I’m throwing together some ideas on the matter, from all kinds of different sources.
#WaveWatchingWednesday
Here is a whole summer worth of #WaveWatching pics from my Insta @fascinocean_kiel. With a bit of meta commentary around it, because there are SO many pictures. Enjoy!
Creating a “time for telling” (Schwartz & Bransford, 1998)
As we are talking more and more about co-creation and all these cool things, I find it important to remember that sometimes, giving a lecture is still a really good choice. Especially when it happens at the right time, when we have created conditions for students to actually want to be told about stuff.
One way to create “a time for telling” for students with very little prior knowledge is described in Schwartz & Bransford (1998), where students work with contrasting cases to the point that they are really curious about why the cases are different (one example I have heard mentioned in this context is the coke-and-mentos experiment, that only leads to this cool fountain when you use diet coke, not any other type of coke. But why???), and are prepared to listen to someone giving them an explanation. In this case, listening to a lecture is perceived as the fastest way to learn the information that is relevant and interesting in this moment, rather than, in many other cases, listening to a boring monologue that needs to be memorised because someone thinks that it should be.
Currently thinking about: Transformative sustainability learning
A lot of the work I am doing at LTH is related in one way or other to teaching (to teach) sustainability. Here are some notes on an article I found helpful:
“Achieving transformative sustainability learning: engaging head, hands and heart” Sipos, Battisti & Grimm (2008)
Currently reading: “Bringing an entrepreneurial focus to sustainability education: A teaching framework based on content analysis” (Hermann & Bossle, 2019)
A lot of the work I am doing at LTH is related in one way or other to teaching (how to teach) sustainability, so here are my notes on an article I recently read and found interesting:
“Bringing an entrepreneurial focus to sustainability education: A teaching framework based on content analysis” (Hermann & Bossle, 2019)
Sofia (almost 6) asks: How many waves hit the beach every day?
That’s a great question, Sophia! And one that is really difficult to answer. But I’ll try! Continue reading