Practicing What We Teach
Becoming a Self-Directed Instructor
In addition to being conduits for the delivery of course content, instructors can have a significant impact on classroom climate by revealing their own metacognitive processes, philosophy of teaching, and insights about disciplinary thinking. Sharing these processes in the presence of students models the type of thinking and organization of thought processes we hope to inculcate in our students. Doing so also engages instructors in self-reflection with regards to their own philosophy of education. As instructors, we have a great deal of control over the climate we create for learning, and this session will help leverage that control in the service of learning. This session will name some of the "elephants in the room" which can negatively impact the classroom climate – from instructor assumptions regarding how teaching should be done (a.k.a., "that is how I was taught") to talking about student needs without actually taking the time to uncover what they are.
Participants will be able to:
- Compare methods for sharing metacognitive processes in the classroom
- Consider how instructor modeling of self-reflection and disciplinary thinking can transform classroom climate
- Identify outdated assumptions and biases which may negatively impact both teaching and learning
03/07/2013Thursday, 5:30—7:30 p.m.Delphi Center Lab
Dr. Roy Fuller is the 2012-13 part-time faculty fellow at the Delphi Center for Teaching and Learning. Dr. Fuller brings to the Delphi Center over twenty years of teaching experience at numerous institutions, including his ongoing teaching for UofL in the Division of Humanities where he offers courses in Religious Studies.