Teaching Method

N.B.: This class may end 30-50 minutes earlier than usual.

Readings:

Eison, James. (2002). Strategies That Improve Undergraduate Education. Tomorrow's Professor (449). (2 pp.) http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=449

anon. (1993). Active Learning. Speaking of Teaching 5 (1): 1-3. http://ctl.stanford.edu/Newsletter/active_learning.pdf

anon. (2004). Designing Courses. Speaking of Teaching 13 (2): 1-5. http://ctl.stanford.edu/Newsletter/designing_courses.pdf

anon. (n.d.). Small Group Exercises: Sample Formats. Stanford, California: Stanford University Center for Teaching and Learning. (2 pp.) http://ctl.stanford.edu/handouts/PDF/small_group_ex.pdf

Today's Question: Please choose an important concept related to methods from this course and design one way to teach this material to undergraduates. Your curricular material might be a course outline (NOT a complete syllabus!), a lesson plan, a lecture outline, a small group exercise, a homework assignment / problem set / or a writing assignment. The readings above may give you some ideas. (NOTE: If your chosen product is very brief, please also write about your thought process in designing it so that this blog post is a similar length to the others.)

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