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This blog was started as my reflections on the 2011 Change MOOC. It is now an on going journal of my thoughts on Higher Education, specifically teaching Biology.

Monday, September 10, 2012

How do I like to teach?

Wow, what a loaded question.  It came from Week 2 tasks of  #potcert, specifically the getting started chart.  This may be one questions very few people ask themselves.

Most people are comfortable in the way they teach, but do they like it?  I was very comfortable with the lecture style, and I was good at it.  Since I love storytelling, and have an acting background, it was easy for me to stand up in front of a class and just churn out information.  But did I like it?  It was comfortable.  Was it effective? NO.  When I saw the same students as juniors and seniors, I could tell that most of them did not remember the material. 

At this point, I should differentiate students.  It is ultimately all about the audience, and with the classes I teach, I have different audiences.  First there are my college freshmen who are majoring in biology.  There are a number of challenges with them, not the least of which is deprogramming how they have learned to game the educational system, i.e., get good grades without studying. 

Then there are my pre-nursing students.  They're taking biology to satisfy the requirements to get into the nursing program.  Here you have two types, the hyper motivated who take the initiative to ready and study daily, and those who have no idea how to study.  This second group has a high tendency to fail or withdraw because the class is "too hard."  Never mind they never came to talk to their instructor, or in many cases, showed up for class.  Still, these pre-nursing classes tend to be very bimodal in grade distribution.

In both cases, I was comfortable with the lecture format.  With the majors, I saw that it was very ineffective.  The students thought all they had to do was come to class and listen.  They never sat with the concepts, never did practice problems, or anything.  They passed the exams by cramming, but they never learned.  The good pre-nursing students studied like made, but all they learned were pieces; they rarely saw the whole picture.  The unprepared pre-nursing students most of the time fell away before I could intervene (larger class sizes).  In both cases, I saw that moving to more online assignments, such as quizzes and papers, helped.

But I realized that more was needed.  That is when I moved to a more involved online presence.  One of the things that seems to be the most effective is daily newsletters, but I realize I'm on a tangent.

Back to my original thought:  How do I like to teach is an interesting question, and one that I don't think many people consider.  It gets confused with issues of comfort and ease.  The problem is, is what I like to do effective?  This is the second question we have to ask ourselves.  It may be easy to lecture, but is it effective?  It may be easy to record a lecture and distribute it, but is it effective?  I may like case studies, but are they always effective?

It is a great question to ask yourself.