12 Surprises When Lecturing Less
12 Surprises When Lecturing Less (and Teaching More)
This Wabash Center blog series ran from September 2013 through November 2014.
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?
If you would like to write for this blog series, please contact Dr. Paul Myhre, email@example.com.
- 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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When I started teaching I relied, like many others, on the examples of my own teachers. When I was an undergraduate, the teachers who moved me most were never straight lecturers. So, I tried to adapt their styles. The more I taught and especially the more I engaged with the ...
This blog series focuses on the successes and pitfalls of creative uses of class time to achieve learning outcomes.