Teaching College

Teaching Adults In and Out of College

This cluster departs from early childhood education to address what I have discovered about being a professional college instructor.

Best Practices in College Teaching

I offer one short paper in which I have collected and organized specific, visible actions that challenge one to be an effective instructor or professor in higher education.

Gems of Pedagogy

Underway is a collection of materials for a faculty development learning community to enable participants to co-construct and understanding of what I think are the deepest concepts in education: (1) co-construction of understanding, (2) representing to learn, and (3) the reciprocal relationship of documentation and metacognition. Examples of those gems are present in the next section Making Learning Visible. They structured the research Kalyn and I present.

Making Learning Visible

I offer what Dr. Kalyn Shea Owens and I wrote applying documentation to first year general chemistry. This applies Making Learning Visible (Reggio Children and Project Zero) to group learning at the tertiary level. I have also included a documentation example in developmental algebra in Mike Nevin’s classroom, where a group of five take on graphing the slope of a linear equation.

Learning Frame

A one page outline to guide the facilitation of learning. Here’s a simple chart that isn’t simple. It depicts how learning is facilitated in different ways according to the passage, or stage, of a group of learners. This is the structure for openness from the leader/facilitator’s perspective. For me, it is also an operational definition of transformative learning. Once I grasped this chart, my work as an educator changed. Instead of rolling the rock uphill, I nudge the rock where it naturally wants to go.

Connecting to Children

Imagine all adults worldwide — parents as well as pedagogues — altering their inherited habits of relating to children and, in concert with others, co-constructing a more enhanced way of being for their own children’s benefit. Here is a path for local, cultural, and community growth — very different from traditional approaches to adult education. Participants discover their own values and practice how they decide they want to be with children.

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