Mirjam Sophia Glessmer

Category: literature

The process is the point.

January 20, 2025
I picked up my copy of Venet (2024)’s “Becoming an Everyday Changemaker: Healing and Justice at School” this morning and I loved the book before I even started reading the…
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Emotionally-responsive teaching

February 2, 2023
When I was recently thinking about emotions and teaching about sustainability, I came across the term “emotionally-responsive teaching” that really spoke to me, even though I did not really know what…
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Communities of practice

November 14, 2021
Summarising my reading on “communities of practice”, and my views on how this framework might be useful for thinking about change in our context, for our iEarth/BioCEED-led course on “leading…
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Vicarious experiences in learning

November 6, 2021
In a recent iEarth teaching conversation, we talked about enthusiasm, and about what mechanisms might be at play if having an enthusiastic teacher really leads to better learning. Torgny then…
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Mind-set interventions

December 1, 2020
Two years ago, I was really into daily writing in my bullet journal. I used it to plan out my day, week, month, year, but also to set goals and…
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Alles andere als trockene Theorie (Repost)

August 31, 2020
Unser “DryTheory2JuicyReality” Projekt wurde durch den PerLe-Fonds für Lehrinnovation gefördert. Hier ist ein Repost eines Beitrages, den ich für den Blog “Einfach gute Lehre” geschrieben habe. „Meeresströmungen im Wassertank“: Lehre, die Wissenschaft…
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Using campsites for scicomm

April 16, 2020
Last summer at the Science in Public conference in Manchester, I heard a talk by Anna Woolman on science communication in campsites. It stuck with me as a really good…
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Stages of group development

October 23, 2015
Last weekend I had the chance to fill in for a colleague and help run a training course for student tutors. One of the topics was what kind of group processes…
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Preparing my workshop on how learning works

September 23, 2015
As you know, I’m preparing a workshop for teaching assistants in mechanical engineering at Dresden University of Technology. And even though I’ve given similar workshops successfully more than once before, it…
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And even more on motivation

September 21, 2015
Last week we talked about motivation quite a bit: First about why do students engage in academic tasks?, then about how motivation is proportional to the expectation of achieving a…
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Can there be “too much” instruction? Apparently yes!

September 7, 2015
I recently, via the blogpost “lessons from a toy” by Eyler (2015), came across the article “The Double-edged Sword of Pedagogy: Instruction limits spontaneous exploration and discovery” by Bonawitz, Shafto, Gweon, Goodman, Spelke and Schulz (2011).…
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When math hurts

August 31, 2015
One of the larger projects I am currently working on deals with connecting the math courses, which are compulsory for all freshmen at my university and taught for most students together,…
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Drawing to learn II

August 10, 2015
From reading the paper on “Drawing to Learn in Science” in my last blog post, I got browsing the literature and I came across the paper “Drawing to learn: How…
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Drawing to learn

August 7, 2015
On the sciencegeekgirl blog (which, if you don’t follow it already, you should definitely start now!) there recently was a post on “drawing to learn sketching and peer instruction“. She…
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Why care about ocean literacy?

June 8, 2015
Ocean literacy, the “understanding of the ocean’s influence on you – and your influence on the ocean”, is obviously a topic near and dear to my heart. But a recent paper by…
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Facilitating student group work

May 18, 2015
Grouping students together for collaborative work is easy, but how do we make them work as a team? Collaborative learning is often propagated as the ultimate tool to increase learning…
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Teaching: intentional and reasoned act

May 4, 2015
I’ve talked about Bloom’s taxonomy of learning objectives before but I have to admit that I’ve only gone back and read the original Bloom (1956) book and the revised taxonomy by Anderson…
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Conceptual change and wooly hats

April 22, 2015
“Conceptual change” is one of the big words that gets thrown into every conversation on teaching and learning these days. But most people I talk to don’t really have a…
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Desirable difficulties

January 30, 2015
Initial harder learning might make for better longterm retrieval. A lot of the discussions at my university on how to improve learning focus on how to make it easier for…
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Activating the backchannel

November 24, 2014
Using technology to enable active engagement with content in a large lecture. I have recently presented the paper “Enabling backchannel communication between a lecturer and a large group” at the SEFI…
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All learning is relearning

October 15, 2014
Where did the concept of “elicit, confront, resolve” come from? We often imagine that ideal learning happens the same way we often imagine ideal teaching*: We enter a room, students are…
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Kolb’s learning cycle

October 8, 2014
A very brief history of learning theories. Discussing a paper on learning theories with a friend last week, I realized how far I have come from when I first started reading those…
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Learning with fluid toys

September 22, 2014
How fluid toys can be used to demonstrate principles of fluid mechanics. I guess every attempt to hide that I LOOOOVE fluid toys of any kind is futile. So imagine…
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Giving feedback on student writing

July 9, 2014
When feedback is more confusing than helpful. The other day I came across a blog post on Teaching & Learning in Higher Ed. on responding to student writing/writers by P. T. Corrigan.…
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So what exactly are we testing?

June 2, 2014
Asking the right questions is really difficult. Last week, a paper by Gläser and Riegler was presented in the journal club at my work (can’t find it online yet, so…
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Should we ask or should we tell?

May 31, 2014
Article by Freeman et al., 2014, “Active learning increases student performance in science, engineering, and mathematics”. Following up on the difficulties in asking good questions described yesterday, I’m today presenting…
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Letter tubes and hydrostatic pressure

February 5, 2014
How less than 25% of the tested students give consistent answers to these problems. This is already the third blog post talking about the paper “Identifying and addressing student difficulties…
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