12 Surprises When Lecturing Less

12 Surprises When Lecturing Less (and Teaching More)

Posts from 2013

Authors share and reflect on their creative use of classroom time. What happens when professors replace powerpoint slides with other teaching tools such as crayons, film, debate, Google, and Twitter? What do you do if class discussion goes TOO well?

Bloggers:

  • Eugene V. Gallagher (Connecticut College, emeritus)
  • Karen Wiseman (Lutheran Theological Seminar in Philadelphia)
  • Deepak Sarma (Case Western Reserve University)
  • Monica Coleman (Claremont School of Theology)
  • Lynn Neal (Wake Forest University)
  • Kate Blanchard (Alma College)
  • Grace Ji-Sun Kim (Moravian Theological Seminary)
  • Wil Gafney (Brite Divinity School)
  • Greg Carey (Lancaster Theological Seminary)
  • Kwok Pui-lan (Episcopal Divinity School)
  • G. Brooke Lester (Garrett-Evangelical Theological Seminary)
  • Eric Barreto (Princeton Seminary)
  • Robert Williamson (Hendrix College)
  • Lea Schweitz (Lutheran School of Theology, Chicago)
  • Israel Galindo (Columbia Theological Seminary)

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Posts:

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The main reason I don’t lecture is cowardice, plain and simple. I have never felt brilliant or knowledgeable or charismatic enough to carry a course on my own. Thankfully, though, I teach in a small department in a small institution where I have the luxury of small classes, so ...

I was sitting around the seminar table with eighteen students in a course on religion and popular culture. To get the discussion started, I asked them about the results of their web-based research on firsthand accounts of becoming a Star Trek fan. Numerous hands went up, research results were shared ...

Pedagogical Confession: I learn from lectures.  I’m one of those people for whom the traditional academy was made.  I listen to lectures on audiofiles (and I have since I was a teenager).  My larger classes in undergraduate and graduate school were large lectures with separate sections led by a ...

My unpleasant memories of middle school English classes are made much worse when I recall how some teachers taught poetry and prose by picking “important” passages and pontificating about them. Learning to “read” poetry was essentially learning to listen to a lifeless lecture.  When I first began teaching I too ...

One of my goals is to be as creative as I can be – in my preaching and teaching. I have not always thought that I was creative, but I have come to appreciate my creativity more in the last few years. However, it’s often very hard to convince others ...

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