My writings involve movement descriptions taken from my classroom. I am trying to bring the reader into a dance classroom to catch a glimpse of movement education. “We will start with an inhaling breath. On the exhale, bring both knees to the chest. Feel the flexion in your hip sockets as you begin to rock side… Continue Reading In Search of the Somatic
Many of our classrooms have been active for years, maybe decades. In a typical CIT course, for example, students interact with hardware and/or software almost every time they meet. But is doing enough to guarantee learning? Are students forming synapses – or are they just connecting dots? Authenticity Students must connect if we hope to… Continue Reading Active Learning: More Than Just Busy
When I first learned to play Monopoly, we had the pressed cardboard game area, the small pieces (I always wanted the car), and the rulebook near in case we needed to check if someone was playing fair. We read the book, set up the board, dealt the money, and began to play after understanding most… Continue Reading Video Games and the Learning Process
Often there are time constraints in providing detailed and individualized feedback to a large number of students regarding their class participation or a particular assignment. An audio recording can facilitate your provision of this feedback and allow you to explore critical thinking nuances that might take much longer to type out. An audio recording can… Continue Reading Audio Recording Feedback to Students
We are inviting instructors at NMC to create 4 new pieces of writing for 4 straight weeks. Each piece of writing should be at least 16 sentences in length and should be focused on teaching and learning. “That’s it?” you ask. But wait, there’s more! If we have just 10 instructors participate in the 4… Continue Reading 4 x 4 x 16 = Ice Cream!
