method Archives - Adventures in Oceanography and Teaching

Recently published: “Adapting a Teaching Method to Fit Purpose and Context” (Glessmer, Bovill & Daae; 2024)

July 19, 2024

New article published! “Adapting a Teaching Method to Fit Purpose and Context” (Glessmer, Bovill & Daae; 2024), based on this blogpost, but a little more thought through and polished with…

“Liberating structures: Engaging everyone to build a good life together” (Lipmanowicz et al., 2015) — go read it and try them!

February 29, 2024

My friend Sigrid does short interviews with trainers and facilitators on her company Memogic‘s youtube channel, and I watched the interview with Inna Fischer (in German) yesterday. Inna’s energy was…

“Things I wanted to say but didn’t get the chance…”: A method to include missing voices!

September 21, 2021

I’m currently leading another virtual 3-day workshop on “introduction to university teaching”, and yesterday I left a prompt on the shared slide deck we are working on, “Things I wanted to…

Using an active lunch break to see the world through our subject area’s lens and to reconnect us to what fascinates and motivates us

May 14, 2021

I often teach faculty development workshops at Kiel University. Since we have been in remote teaching mode almost exclusively since March 2020, dealing with virtual classes is a pressing subject…

The “lightning storm in the chat” method

May 13, 2021

In a workshop I led recently, a participant helped me gain a new perspective on an old method: the “lightning storm in the chat” (my best attempt at translating “Chatgewitter”…

My two favourite methods for re-activating and re-focussing workshop participants

May 8, 2021

I have always hated workshops where you had to do “active stuff”, moving around to music and the like, because the facilitator wanted to “get everybody active!”. But recently I’ve…

Reflections on reflections

November 15, 2016

When we think about reflections in water, we usually think of calm lakes and trees on the shore opposite to us. Or clouds. Or at least that’s what I think…

Using twitter as a tool to let students discover that the topics of their courses are EVERYWHERE

December 3, 2015

This is a method that I have been excited about ever since learning about #birdclass in the “Evidence-based undergraduate STEM teaching” MOOC last year: Help students discover that the content of…

Student poster presentations: the cheap and easy way

November 20, 2015

method

Sometimes we really want our students to practice presenting posters, but we can’t afford printing all those nice A0-posters for everybody in our large class, or we don’t want them…

Will giving your students more structure make them need more structure?

November 18, 2015

One of the arguments against offering students practice opportunities online and providing automated feedback right then and there is that that way, they will never learn to work independently. Since I am…

Bridging the gap between conventional mathematics teaching and the topics that engineering students are really interested in

November 16, 2015

I’m very excited to announce that I, together with Christian Seifert, have been awarded a Tandem Fellowship by the Stifterverband für die Deutsche Wissenschaft. Christian, among other things, teaches undergraduate mathematics for engineers,…

On grading strategies.

January 21, 2015

How do you deal with grading to make it less painful? Talking to a friend who had to grade a lot of exams recently I mentioned a post I had…

Designing exercises with the right amount of guidance as well as the right level of difficulty

January 14, 2015

method

An example of one topic at different levels of difficulty. Designing exercises at just the right level of difficulty is a pretty difficult task. On the one hand, we would…

Taxonomy of multiple choice questions

November 26, 2014

Examples of different kinds of multiple choice questions that you could use. Multiple choice questions are a tool that is used a lot with clickers or even on exams, but they…

Asking students to tell us about “the muddiest point”

November 17, 2014

Getting feedback on what was least clear in a course session. A classroom assessment technique that I like a lot is “the muddiest point”. It is very simple: At the…

Using the “jigsaw” method for practicing solving problem-sets

November 10, 2014

A method to get all students engaged in solving problem sets. A very common problem during problem-set solving sessions is that instead of all students being actively involved in the…

Creating a continuous stratification in a tank, using the double bucket filling method

September 19, 2014

Because I am getting sick of stratifications not working out the way I planned them. Creating stratifications, especially continuous stratifications, is a pain. Since I wanted a nice stratification for an…

First day of class – student introductions.

August 18, 2014

How do you get students to get to know each other quickly while getting to know them yourself at the same time? The new school year is almost upon us…

How to ask multiple-choice questions when specifically wanting to test knowledge, comprehension or application

August 1, 2014

Multiple choice questions at different levels of Bloom’s taxonomy. Let’s assume you are convinced that using ABCD-cards or clickers in your teaching is a good idea. But now you want to tailor…

Rainbows and refraction II

July 25, 2014

Taking the same graphics as in this post, but presenting them differently. In the previous post, I presented a screen cast explaining, in a very text-booky way, how rainbows form.…

Rainbows and refraction

July 23, 2014

Why is a rainbow always red on top and blue at the bottom? We always talk about prisms and refraction and stuff, but be honest – would you be able to…

Examinations via Skype.

October 18, 2013

My experience with an examination via Skype. In 2012, I taught two lectures via Skype at the University Centre of the Westfjords, while actually physically sitting in Norway. That experience is…

On drawing on the board by hand in real time

October 14, 2013

Drawing by hand on the board in real time rather than projecting a finished schematic? It is funny. During my undergrad, LCD projectors were just starting to arrive at the…

Q&A pairs

October 10, 2013

Have students group in pairs, develop and answer questions. It is really hard to come up with exam questions (or even just practice questions) that have the right level of difficulty…

Long-distance teaching.

October 3, 2013

My experiences with giving a lecture via Skype. As I mentioned in yesterday’s post, I taught two lectures at the University Centre of the Westfjords, Iceland, in 2012 while physically…

Melting ice cubes – what contexts to use this experiment in (post 4/4)

September 9, 2013

What contexts can the “ice cubes melting in fresh water and in salt water” experiment be used in? As you might have noticed, I really like the “ice cubes melting…

Introducing voting cards (post 3/3)

September 8, 2013

How do you introduce voting cards as a new method in a way that minimizes student resistance? As all new methods, voting cards (see post on the method here, and…

Melting ice cubes – one experiment, many ways (post 3/4)

September 7, 2013

Different didactical settings in which the “ice cubes melting in fresh and salt water” experiment can be used. In part 1 and 2 of this series, I showed two different…

How to pose questions for voting card concept tests (post 2/3)

September 3, 2013

Different ways of posing questions for concept tests are being presented here Concept tests using voting cards have been presented in this post. Here, I want to talk about different…

A, B, C or D?

August 31, 2013

Voting cards. A low-tech concept test tool, enhancing student engagement and participation. (Post 1/3) Voting cards are a tool that I learned about from Al Trujillo at the workshop “teaching…

Continue. Stop. Start.

August 29, 2013

Quick feedback tool for your teaching, giving you concrete examples of what students would like you to continue, start or stop This is another great tool to get feedback on…

On “fun” vs “learning”

August 29, 2013

Quick feedback tool, giving you an impression of the students’ perception of fun vs learning of a specific part of your course. Getting feedback on your teaching and their learning…

Tag: method

Recently published: “Adapting a Teaching Method to Fit Purpose and Context” (Glessmer, Bovill & Daae; 2024)

“Liberating structures: Engaging everyone to build a good life together” (Lipmanowicz et al., 2015) — go read it and try them!

“Things I wanted to say but didn’t get the chance…”: A method to include missing voices!

Using an active lunch break to see the world through our subject area’s lens and to reconnect us to what fascinates and motivates us

The “lightning storm in the chat” method

My two favourite methods for re-activating and re-focussing workshop participants

Reflections on reflections

Using twitter as a tool to let students discover that the topics of their courses are EVERYWHERE

Student poster presentations: the cheap and easy way

Will giving your students more structure make them need more structure?

Bridging the gap between conventional mathematics teaching and the topics that engineering students are really interested in

On grading strategies.

Designing exercises with the right amount of guidance as well as the right level of difficulty

Taxonomy of multiple choice questions

Asking students to tell us about “the muddiest point”

Using the “jigsaw” method for practicing solving problem-sets

Creating a continuous stratification in a tank, using the double bucket filling method

First day of class – student introductions.

How to ask multiple-choice questions when specifically wanting to test knowledge, comprehension or application

Rainbows and refraction II

Rainbows and refraction

Examinations via Skype.

On drawing on the board by hand in real time

Q&A pairs

Long-distance teaching.

Melting ice cubes – what contexts to use this experiment in (post 4/4)

Introducing voting cards (post 3/3)

Melting ice cubes – one experiment, many ways (post 3/4)

How to pose questions for voting card concept tests (post 2/3)

A, B, C or D?

Continue. Stop. Start.

On “fun” vs “learning”

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