Collaborative Learning
Scholarship On Teaching - Topic: Collaborative Learning - 21 results
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One-page Teaching Tactic that works with embodied metaphors and drawing to help students draw relationships between complicated concepts.
One-page Teaching Tactic that works with embodied metaphors and drawing to help students draw relationships between complicated concepts.
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One-page Teaching Tactic that works with embodied metaphors and drawing to help students draw relationships between complicated concepts.
One-page Teaching Tactic that works with embodied metaphors and drawing to help students draw relationships between complicated concepts.
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One page Teaching Tactic: student preparation of reading material to increase comprehension and engagement with each other and the topic.
One page Teaching Tactic: student preparation of reading material to increase comprehension and engagement with each other and the topic.
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One page Teaching Tactic: student preparation of reading material to increase comprehension and engagement with each other and the topic.
One page Teaching Tactic: student preparation of reading material to increase comprehension and engagement with each other and the topic.
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One page Teaching Tactic to determine the level of knowledge and understanding students have of a particular subject (in this case, in a Hebrew Bible course).
One page Teaching Tactic to determine the level of knowledge and understanding students have of a particular subject (in this case, in a Hebrew Bible course).
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One page Teaching Tactic to determine the level of knowledge and understanding students have of a particular subject (in this case, in a Hebrew Bible course).
One page Teaching Tactic to determine the level of knowledge and understanding students have of a particular subject (in this case, in a Hebrew Bible course).
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One page Teaching Tactic: students work in groups to study on line presence of African-American religious groups.
One page Teaching Tactic: students work in groups to study on line presence of African-American religious groups.
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One page Teaching Tactic: students work in groups to study on line presence of African-American religious groups.
One page Teaching Tactic: students work in groups to study on line presence of African-American religious groups.
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One page Teaching Tactic: students work collaboratively to define religion.
One page Teaching Tactic: students work collaboratively to define religion.
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One page Teaching Tactic: students work collaboratively to define religion.
One page Teaching Tactic: students work collaboratively to define religion.
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TTR Teaching Tactic: a group process to design an interfaith ritual in which every religion is respected and no religion is privileged.
TTR Teaching Tactic: a group process to design an interfaith ritual in which every religion is respected and no religion is privileged.
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TTR Teaching Tactic: a group process to design an interfaith ritual in which every religion is respected and no religion is privileged.
TTR Teaching Tactic: a group process to design an interfaith ritual in which every religion is respected and no religion is privileged.
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A 1000 word essay in response to a Call for Papers: “What do you have your students do during a class session when you cannot be present?"
A 1000 word essay in response to a Call for Papers: “What do you have your students do during a class session when you cannot be present?"
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A 1000 word essay in response to a Call for Papers: “What do you have your students do during a class session when you cannot be present?"
A 1000 word essay in response to a Call for Papers: “What do you have your students do during a class session when you cannot be present?"
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A 1000 word essay in response to a Call for Papers: “What do you have your students do during a class session when you cannot be present?"
A 1000 word essay in response to a Call for Papers: “What do you have your students do during a class session when you cannot be present?"
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A 1000 word essay in response to a Call for Papers: “What do you have your students do during a class session when you cannot be present?"
A 1000 word essay in response to a Call for Papers: “What do you have your students do during a class session when you cannot be present?"
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One page Teaching Tactic: to introduce and discuss course content on the first day of class, students work in groups to list what they know about the topic.
One page Teaching Tactic: to introduce and discuss course content on the first day of class, students work in groups to list what they know about the topic.
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One page Teaching Tactic: to introduce and discuss course content on the first day of class, students work in groups to list what they know about the topic.
One page Teaching Tactic: to introduce and discuss course content on the first day of class, students work in groups to list what they know about the topic.
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One page Teaching Tactic: students work collaboratively and in role play, to understand historical agents.
One page Teaching Tactic: students work collaboratively and in role play, to understand historical agents.
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One page Teaching Tactic: students work collaboratively and in role play, to understand historical agents.
One page Teaching Tactic: students work collaboratively and in role play, to understand historical agents.
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One page Teaching Tactic: using debate to introduce a topic.
One page Teaching Tactic: using debate to introduce a topic.
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One page Teaching Tactic: using debate to introduce a topic.
One page Teaching Tactic: using debate to introduce a topic.
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During my career, I have regularly taught a survey course on the history of Jews and Judaism in the Persian, Greek, and early Roman periods (ca. 520 BCE – 70 CE). Student performance in the course has long concerned and puzzled me. By the end of the course students demonstrated familiarity with the narratives and concepts we covered, but most did not really “think historically.” They had great difficulties using and applying the ...
During my career, I have regularly taught a survey course on the history of Jews and Judaism in the Persian, Greek, and early Roman periods (ca. 520 BCE – 70 CE). Student performance in the course has long concerned and puzzled me. By the end of the course students demonstrated familiarity with the narratives and concepts we covered, but most did not really “think historically.” They had great difficulties using and applying the ...
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During my career, I have regularly taught a survey course on the history of Jews and Judaism in the Persian, Greek, and early Roman periods (ca. 520 BCE – 70 CE). Student performance in the course has long concerned and puzzled me. By the end of the course students demonstrated familiarity with the narratives and concepts we covered, but most did not really “think historically.” They had great difficulties using and applying the historical tools they learned to new situations and evidence. In 2006 and again in 2010 I overhauled the course not only to improve it, but also to figure out how my students learned history. Using a wiki exercise, I traced how students learned and then applied these insights the next time I taught the course. In this essay I report on what I learned.
During my career, I have regularly taught a survey course on the history of Jews and Judaism in the Persian, Greek, and early Roman periods (ca. 520 BCE – 70 CE). Student performance in the course has long concerned and puzzled me. By the end of the course students demonstrated familiarity with the narratives and concepts we covered, but most did not really “think historically.” They had great difficulties using and applying the historical tools they learned to new situations and evidence. In 2006 and again in 2010 I overhauled the course not only to improve it, but also to figure out how my students learned history. Using a wiki exercise, I traced how students learned and then applied these insights the next time I taught the course. In this essay I report on what I learned.
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The author describes a positive turnaround that occurred in working with both the Prophets unit of her Hebrew Bible course and the Paul unit in her New Testament course. She initiated this turnaround by challenging the students to take over the teaching of those units through small group presentations. The emphasis on length and creativity in these presentations prompted some exemplary work on the part of students. And students now ...
The author describes a positive turnaround that occurred in working with both the Prophets unit of her Hebrew Bible course and the Paul unit in her New Testament course. She initiated this turnaround by challenging the students to take over the teaching of those units through small group presentations. The emphasis on length and creativity in these presentations prompted some exemplary work on the part of students. And students now ...
Additional Info:
The author describes a positive turnaround that occurred in working with both the Prophets unit of her Hebrew Bible course and the Paul unit in her New Testament course. She initiated this turnaround by challenging the students to take over the teaching of those units through small group presentations. The emphasis on length and creativity in these presentations prompted some exemplary work on the part of students. And students now identify these units as both the most memorable of the course and where their most effective learning takes place.
The author describes a positive turnaround that occurred in working with both the Prophets unit of her Hebrew Bible course and the Paul unit in her New Testament course. She initiated this turnaround by challenging the students to take over the teaching of those units through small group presentations. The emphasis on length and creativity in these presentations prompted some exemplary work on the part of students. And students now identify these units as both the most memorable of the course and where their most effective learning takes place.
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One page Teaching Tactic: students work in groups to reflect on the learning goals of the course.
One page Teaching Tactic: students work in groups to reflect on the learning goals of the course.
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One page Teaching Tactic: students work in groups to reflect on the learning goals of the course.
One page Teaching Tactic: students work in groups to reflect on the learning goals of the course.
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In this essay, I examine the following pedagogical question: how can we unlock students' mistaken notions that religious “traditions” are monoliths, and instead help them to recognize, puzzle over, and appreciate the complex multiplicity and vibrant set of doctrinal and ritual conversations that characterize religious traditions? More specifically, how can we teach students to recognize these differences with respect to a religion's notions of god? And how can we do ...
In this essay, I examine the following pedagogical question: how can we unlock students' mistaken notions that religious “traditions” are monoliths, and instead help them to recognize, puzzle over, and appreciate the complex multiplicity and vibrant set of doctrinal and ritual conversations that characterize religious traditions? More specifically, how can we teach students to recognize these differences with respect to a religion's notions of god? And how can we do ...
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In this essay, I examine the following pedagogical question: how can we unlock students' mistaken notions that religious “traditions” are monoliths, and instead help them to recognize, puzzle over, and appreciate the complex multiplicity and vibrant set of doctrinal and ritual conversations that characterize religious traditions? More specifically, how can we teach students to recognize these differences with respect to a religion's notions of god? And how can we do so even when students are particularly stuck on, invested in, or trained to see homogeneity? In answer to these questions, I present an exercise that I have used in my World Religions courses. This exercise – which I call the “Council of Newton” (named for the building in which I first taught it) – is particularly effective because it helps students uncover and wrestle with this diversity at two levels: conceptually and historically.
In this essay, I examine the following pedagogical question: how can we unlock students' mistaken notions that religious “traditions” are monoliths, and instead help them to recognize, puzzle over, and appreciate the complex multiplicity and vibrant set of doctrinal and ritual conversations that characterize religious traditions? More specifically, how can we teach students to recognize these differences with respect to a religion's notions of god? And how can we do so even when students are particularly stuck on, invested in, or trained to see homogeneity? In answer to these questions, I present an exercise that I have used in my World Religions courses. This exercise – which I call the “Council of Newton” (named for the building in which I first taught it) – is particularly effective because it helps students uncover and wrestle with this diversity at two levels: conceptually and historically.
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One page Teaching Tactic: dividing up students into separate "expert groups" helps them master difficult reading assignments.
One page Teaching Tactic: dividing up students into separate "expert groups" helps them master difficult reading assignments.
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One page Teaching Tactic: dividing up students into separate "expert groups" helps them master difficult reading assignments.
One page Teaching Tactic: dividing up students into separate "expert groups" helps them master difficult reading assignments.
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One page Teaching Tactic: a treasure hunt by which students learn about the attributes of God.
One page Teaching Tactic: a treasure hunt by which students learn about the attributes of God.
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One page Teaching Tactic: a treasure hunt by which students learn about the attributes of God.
One page Teaching Tactic: a treasure hunt by which students learn about the attributes of God.
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One page Teaching Tactic: students learn theology by working in pairs through the semester.
One page Teaching Tactic: students learn theology by working in pairs through the semester.
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One page Teaching Tactic: students learn theology by working in pairs through the semester.
One page Teaching Tactic: students learn theology by working in pairs through the semester.
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One page Teaching Tactic: establishing a predictable structure with discussion questions at the start of each class.
One page Teaching Tactic: establishing a predictable structure with discussion questions at the start of each class.
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One page Teaching Tactic: establishing a predictable structure with discussion questions at the start of each class.
One page Teaching Tactic: establishing a predictable structure with discussion questions at the start of each class.
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The cultivation of reflective practice has become a commonly accepted goal of theological education. However, theological educators must face the challenge of teaching and assessing reflective practice. Hypothesizing that this concern is best addressed in community, the authors of this article devised a collaborative action-research project using Thomas Groome's "shared Christian praxis" model. They describe the ways in which they have, over the course of the project, modified their pedagogy ...
The cultivation of reflective practice has become a commonly accepted goal of theological education. However, theological educators must face the challenge of teaching and assessing reflective practice. Hypothesizing that this concern is best addressed in community, the authors of this article devised a collaborative action-research project using Thomas Groome's "shared Christian praxis" model. They describe the ways in which they have, over the course of the project, modified their pedagogy ...
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The cultivation of reflective practice has become a commonly accepted goal of theological education. However, theological educators must face the challenge of teaching and assessing reflective practice. Hypothesizing that this concern is best addressed in community, the authors of this article devised a collaborative action-research project using Thomas Groome's "shared Christian praxis" model. They describe the ways in which they have, over the course of the project, modified their pedagogy to improve their students' reflection on practice.
The cultivation of reflective practice has become a commonly accepted goal of theological education. However, theological educators must face the challenge of teaching and assessing reflective practice. Hypothesizing that this concern is best addressed in community, the authors of this article devised a collaborative action-research project using Thomas Groome's "shared Christian praxis" model. They describe the ways in which they have, over the course of the project, modified their pedagogy to improve their students' reflection on practice.
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This article is based on an analysis of a qualitative research case study involving three British adult educational-theological sites which were experimenting with collaborative learning. The focus of this practice-based research was listening to and observing adults engaged in collaborative learning in order to elucidate what they perceived to be some integral values inherent in this learning approach. 'Experiencing Shared Inquiry' emerged as one of the hallmarks of collaborative learning. ...
This article is based on an analysis of a qualitative research case study involving three British adult educational-theological sites which were experimenting with collaborative learning. The focus of this practice-based research was listening to and observing adults engaged in collaborative learning in order to elucidate what they perceived to be some integral values inherent in this learning approach. 'Experiencing Shared Inquiry' emerged as one of the hallmarks of collaborative learning. ...
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This article is based on an analysis of a qualitative research case study involving three British adult educational-theological sites which were experimenting with collaborative learning. The focus of this practice-based research was listening to and observing adults engaged in collaborative learning in order to elucidate what they perceived to be some integral values inherent in this learning approach. 'Experiencing Shared Inquiry' emerged as one of the hallmarks of collaborative learning. The dynamic engagement of hearts and minds in collaborative learning harnesses the collective wisdom of God's people. Two movements are enfolded within 'Experiencing Shared Inquiry': stimulating thinking through dialogue process and drawing upon the resources of the learning community.
This article is based on an analysis of a qualitative research case study involving three British adult educational-theological sites which were experimenting with collaborative learning. The focus of this practice-based research was listening to and observing adults engaged in collaborative learning in order to elucidate what they perceived to be some integral values inherent in this learning approach. 'Experiencing Shared Inquiry' emerged as one of the hallmarks of collaborative learning. The dynamic engagement of hearts and minds in collaborative learning harnesses the collective wisdom of God's people. Two movements are enfolded within 'Experiencing Shared Inquiry': stimulating thinking through dialogue process and drawing upon the resources of the learning community.