Recommended by CEE – Adventures in Oceanography and Teaching

Currently reading: Inspiring Action, Efficacy, and Connection: Weaving Sustainability into Environmental Science Curriculum through a Connected Learning Model (Bertossi & Halliwell, 2020)

mglessmer — Tue, 13 Sep 2022 05:45:07 +0000

Yesterday, in our “collegial project course: teaching sustainability”, I showed two models of how one might approach thinking about teaching sustainability, and here is another one that I quite like, from the article Inspiring Action, Efficacy, and Connection: Weaving Sustainability into Environmental Science Curriculum through a Connected Learning Model (Bertossi & Halliwell, 2020) Connected learning […]

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Currently reading: “Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice” (Nicol & Macfarlane-Dick, 2006)

mglessmer — Fri, 02 Sep 2022 08:57:40 +0000

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. Feedback. I feel like this topic is talked […]

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Students’ sense of belonging, and what we can do about it

mglessmer — Sun, 28 Aug 2022 18:42:23 +0000

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 […]

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Creating a “time for telling” (Schwartz & Bransford, 1998)

mglessmer — Sat, 20 Aug 2022 16:31:27 +0000

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 […]

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Currently reading: “Do Learners Really Know Best? Urban Legends in Education” by Kirschner & van Merriënboer (2013)

mglessmer — Tue, 28 Jun 2022 15:44:38 +0000

In today’s edition of “what article are you currently inspired by?“: an article that my colleague Michael sent me. “Do Learners Really Know Best? Urban Legends in Education” by Kirschner & van Merriënboer (2013) How we teach is, of course, influenced by what we believe about “what works” in teaching. However, persistent urban legends are in […]

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Currently reading: “Small teaching: Everyday lessons from the science of learning” by Lang (2021)

mglessmer — Fri, 24 Jun 2022 13:20:03 +0000

On the “tea for teaching” podcast episode on trauma-aware pedagogy that I wrote about here, the book by Lang (2021) on “Small teaching: Everyday lessons from the science of learning” was recommended. It sounded so interesting that I decided I had to read it*, and I am glad I did! The book is full of small (really, […]

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Summaries of two more inspiring articles recommended by my colleagues: On educational assessment (Hager & Butler, 1996) and on variables associated with achievement in higher ed (Schneider & Preckel, 2017)

mglessmer — Fri, 24 Jun 2022 09:26:53 +0000

Following the call to share inspiring articles, here are two more that I’m summarising below. See the three previous ones (on assessment (Wiliams, 2011), workload (D’Eon & Yasinian, 2021), and quality (Harvey & Stensaker, 2008)) here. And please keep sending me articles that inspire you, I really enjoy reading and summarising them! :) First up, recommended […]

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Summaries of three inspiring articles on assessment (Wiliams, 2011), workload (D’Eon & Yasinian, 2021), and quality (Harvey & Stensaker, 2008)

mglessmer — Wed, 22 Jun 2022 14:51:54 +0000

In my group of academic development colleagues at LTH, we just opened up an internal call for the one (or two, or three, or more) articles that are most influential for our current thinking. And I want to make sure I read them all, so here are summaries of the first (and, as of just […]

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Why it’s important to use students’ names, and how to make it easy: use name tents! (After Cooper et al., 2017)

mglessmer — Mon, 21 Jun 2021 12:05:29 +0000

One thing I really enjoy about teaching virtually is that it is really easy to address everybody by their names with confidence, since their names are always right there, right below their faces. But that really does not have to end once we are back in lecture theatres again, because even in large classes, we […]

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Recommended by CEE – Adventures in Oceanography and Teaching

Recommended reading: “Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity” (Tanner, 2013)

Currently reading: Inspiring Action, Efficacy, and Connection: Weaving Sustainability into Environmental Science Curriculum through a Connected Learning Model (Bertossi & Halliwell, 2020)

Currently reading: “Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice” (Nicol & Macfarlane-Dick, 2006)

Students’ sense of belonging, and what we can do about it

Creating a “time for telling” (Schwartz & Bransford, 1998)

Currently reading: “Do Learners Really Know Best? Urban Legends in Education” by Kirschner & van Merriënboer (2013)

Currently reading: “Small teaching: Everyday lessons from the science of learning” by Lang (2021)

Summaries of two more inspiring articles recommended by my colleagues: On educational assessment (Hager & Butler, 1996) and on variables associated with achievement in higher ed (Schneider & Preckel, 2017)

Summaries of three inspiring articles on assessment (Wiliams, 2011), workload (D’Eon & Yasinian, 2021), and quality (Harvey & Stensaker, 2008)

Why it’s important to use students’ names, and how to make it easy: use name tents! (After Cooper et al., 2017)