I hope it doesn't sound like i'm playing games with them, but it's just more thinking through the various arguments and almost teaching them good critical thinking skills. And by no means of my trying to play games. I am attempting to have students think very critically. But we can start talking about on a question that there is a less obvious answer to. We can get the students to start talking about, well, those of you who picked this what? Or some of the reasons, or even if you didn't pick it. Give me some of the arguments for this one. So they're cund of like jumping back and forth. And i do think it helps them to gin it
Brenda Gunderson shares approaches for motivating large classes on episode 160 of the Teaching in Higher Ed podcast.
Quotes from the episode
I’m always looking for one new thing, one new idea to try in an upcoming term.
I think it’s important that I keep learning. And not just learning inside my own discipline, but learning outside my discipline.
Resources Mentioned
Are You Enjoying the Show?
Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show.
Give feedback. As always, I welcome suggestions for future topics or guests.
Subscribe. If you have yet to subscribe to the weekly update, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity.