Skip to main content

Teaching teaching

I've been plugging away with prepping my Economics for Teachers course, trying to figure out what is most important to cover, the best sequence in which to present certain ideas, and generally getting completely side-tracked as I find great articles and websites addressing different aspects of teaching economics. Since this is an entirely new course, I don't have many of the usual tools for guiding my decisions; that is, when I have prepped other courses for the first time, I have always had the syllabi of others who had taught the course before, as well as textbooks, instructor manuals and other aids from publishers. But in this case, the only such help I have is William Becker's syllabus for a Teaching Economics to Undergraduates course aimed at econ grad students. That's certainly been helpful but only up to a point, since I'll be teaching undergrads who will someday be teaching high school students and who are, for the most part, not even econ majors. So basically, I'm making a lot of this up as I go along.

But I had a wonderful revelation the other day that I think is going to prove invaluable. This is a course about teaching, and all of these decisions I need to make about what to cover, how to assess, when to schedule different things, etc., these decisions are, to a certain degree, part of the teaching process. So why don't I let my students make some of these decisions as part of their learning process? So, for example, one of their assignments will be a group project but instead of me trying to decide what would be the best way to structure the project and how to grade it, I'm going to let my students decide, after they read a couple articles on organizing groupwork and we have a class discussion of the relevant issues for teachers (I have to say that I'm particularly excited about this idea because I've always had a hard time with grading group work since, like most over-achieving academics, I was always one of those students who hated group projects because I was the one who ended up doing most of the work and resenting free-riding group members. Thus, I now have a really hard time figuring out how to assign grades in a way that seems fair to everyone) (interestingly, while I was working on writing this post, The Teaching Professor posted an entry about Why Students Hate Groups).

I'm not sure how far I can carry this and a part of me is not entirely comfortable with starting the semester with what amounts to an incomplete syllabus. But I also can see that, for me, this is a way to ease into a more evolved, student-centered style of teaching. More on that in future posts...

Comments

  1. I think it's a fantastic idea. I'm trying to build up the courage to do more of this with my own classes, but I teach undergrads exclusively, and past experience with allowing them to choose topics for in-class discussion, research papers and group projects have not produced good results.

    As I begin to think about my own syllabi for fall term, I'm reading some good sources on how to approach course goals and student-centered learning:

    Bain, Ken. What the Best College Teachers Do. Harvard University Press, 2004.

    O'Brien, Judith Grunert, Barbara J. Millis, and Margaret W. Cohen. The Course Syllabus: A Learning-Centered Approach. Jossey-Bass, 2008.

    Nilson, Linda B. The Graphic Syllabus and the Outcomes Map: Communicating Your Course. Jossey-Bass, 2007.

    ReplyDelete
  2. Thanks for the suggestions. Bain's book is one of my favorites and I'm looking forward to checking out the others!

    ReplyDelete

Post a Comment

Comments that contribute to the discussion are always welcome! Please note that spammy comments whose only purpose seems to be to direct traffic to a commercial site will be deleted.

Popular posts from this blog

Economics Education sessions at ASSA

If I missed any, please let me know... Jan 07, 2011 8:00 am , Sheraton, Director's Row H American Economic Association K-12 Economic and Financial Literacy Education (A2) Presiding: Richard MacDonald (St. Cloud State University) Teacher and Student Characteristics as Determinants of Success in High School Economics Classes Jody Hoff  (Federal Reserve Bank of San Francisco) Jane Lopus (California State University-East Bay) Rob Valletta (Federal Reserve Bank of San Francisco) [Download Preview] It Takes a Village: Determinants of the Efficacy of Financial Literacy Education for Elementary and Middle School Students Weiwei Chen (University of Memphis) Julie Heath (University of Memphis) Economics Understanding of Albanian High School Students: Student and Teacher Effects and Specific Concept Knowledge Dolore Bushati (University of Kansas) Barbara Phipps (University of Kansas) Lecture and Tutorial Attendance and Student Performance in t...

This is about getting through, not re-inventing your course

As someone who has worked hard to build a lot of interactivity into my courses, I have never been interested in teaching fully online courses, in part because I have felt that the level of engaged interaction could never match that of a face-to-face class (not that there aren't some exceptional online courses out there; I just have a strong preference for the in-person connection). But the current situation is not really about building online courses that are 'just as good' as our face-to-face courses; it is about getting through this particular moment without compromising our students' learning too much. So if you are used to a lot of interaction in your F2F class, here are some options for adapting that interaction for a virtual environment: [NOTE: SDSU is a Zoom/mostly Blackboard campus so that's how I've written this but I am pretty sure that other systems have similar functionality] If you use clickers in class to break up what is otherwise mostly lect...

Moving on...

I want to let everyone know that I am officially closing out this chapter of my blogging life. It was 17 years ago this May that I started this blog, back when blogging was still relatively new, and I was exploring ways to have my students do some writing. During the years from 2008 to 2015-ish, when I was most active with experimenting with different pedagogical approaches, this space helped me process what I was learning, and connected me with economists and other colleagues who care about teaching. As I have moved into other roles, I have been torn about what to do with this space, feeling a bit weird about posting anything not directly related to teaching. I have finally decided I need to start fresh so I will be writing (though I have no idea how regularly) on Substack .  Thank you to everyone who has read and commented over the years. I hope you'll find me on Substack, or in real life!