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	<title>MCQ &#8211; Adventures in Oceanography and Teaching</title>
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	<description>Dr. Mirjam S. Glessmer</description>
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	<title>MCQ &#8211; Adventures in Oceanography and Teaching</title>
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		<title>Thank you, Archimedes!</title>
		<link>https://mirjamglessmer.com/2015/05/13/thank-you-archimedes/</link>
					<comments>https://mirjamglessmer.com/2015/05/13/thank-you-archimedes/#respond</comments>
		
		<dc:creator><![CDATA[mglessmer]]></dc:creator>
		<pubDate>Wed, 13 May 2015 09:48:38 +0000</pubDate>
				<category><![CDATA[observation]]></category>
		<category><![CDATA[active learning]]></category>
		<category><![CDATA[Archimedes]]></category>
		<category><![CDATA[clicker]]></category>
		<category><![CDATA[hydrostatics]]></category>
		<category><![CDATA[MCQ]]></category>
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					<description><![CDATA[I really like hydrostatics. Of course I like moving water even better, but even static water is great. And there are so many things to explore! If I was to teach hydrostatics any time soon, there are so many little teasers I would use. For example this one: A sailor is standing on the bottom [&#8230;]
<p><a href="https://mirjamglessmer.com/2015/05/13/thank-you-archimedes/" rel="nofollow">Source</a></p>]]></description>
		
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		<post-id xmlns="com-wordpress:feed-additions:1">2976</post-id>	</item>
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		<title>Peer instruction! Combine it with individual thinking or discussions with the whole class?</title>
		<link>https://mirjamglessmer.com/2015/04/15/peer-instruction-combine-it-with-individual-thinking-or-discussions-with-the-whole-class/</link>
					<comments>https://mirjamglessmer.com/2015/04/15/peer-instruction-combine-it-with-individual-thinking-or-discussions-with-the-whole-class/#respond</comments>
		
		<dc:creator><![CDATA[mglessmer]]></dc:creator>
		<pubDate>Wed, 15 Apr 2015 11:57:55 +0000</pubDate>
				<category><![CDATA[literature]]></category>
		<category><![CDATA[active learning]]></category>
		<category><![CDATA[clickers]]></category>
		<category><![CDATA[MCQ]]></category>
		<category><![CDATA[peer instruction]]></category>
		<guid isPermaLink="false">http://mirjamglessmer.com/?p=2934</guid>

					<description><![CDATA[Make sure it stays silent during the first step of the clicker process. When using clickers in class, there are many different possible ways of implementing clicker questions and peer instruction, for example the Mazur sequence (which is our default sequence) and the Physics Education Research Group at UMass (PERG) sequence. Let&#8217;s recall: The Mazur [&#8230;]
<p><a href="https://mirjamglessmer.com/2015/04/15/peer-instruction-combine-it-with-individual-thinking-or-discussions-with-the-whole-class/" rel="nofollow">Source</a></p>]]></description>
		
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			<slash:comments>0</slash:comments>
		
		
		<post-id xmlns="com-wordpress:feed-additions:1">2934</post-id>	</item>
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		<title>What do I want from my students &#8211; sense-making or answer-making?</title>
		<link>https://mirjamglessmer.com/2015/01/07/what-do-i-want-from-my-students-sense-making-or-answer-making/</link>
					<comments>https://mirjamglessmer.com/2015/01/07/what-do-i-want-from-my-students-sense-making-or-answer-making/#comments</comments>
		
		<dc:creator><![CDATA[mglessmer]]></dc:creator>
		<pubDate>Wed, 07 Jan 2015 12:45:16 +0000</pubDate>
				<category><![CDATA[literature]]></category>
		<category><![CDATA[method]]></category>
		<category><![CDATA[clicker]]></category>
		<category><![CDATA[MCQ]]></category>
		<category><![CDATA[peer instruction]]></category>
		<guid isPermaLink="false">http://mirjamglessmer.com/?p=2438</guid>

					<description><![CDATA[On different approaches to peer-instruction and why one might want to use them. Having sat in many different lectures by many different professors over the last year, and having given feedback on the methods used in most of those lectures, I find myself wondering how we can define a standard or even best practice for [&#8230;]
<p><a href="https://mirjamglessmer.com/2015/01/07/what-do-i-want-from-my-students-sense-making-or-answer-making/" rel="nofollow">Source</a></p>]]></description>
		
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