|Spring 2005 Workshops|
February 15, Founders Room, 12 Noon
to 1:30 p.m.
In the preface
Finkel writes, GÃ?â?¡Ã?Â£In this book I argue that our culture's
image of 'the great professor' is destructively narrow.
The traditional 'great teacher' inspires his students
through eloquent, passionate speaking. He teaches by
telling. I use my title phrase to move beyond this restrictive
notion of good teaching. Each chapter of this book illustrates
a different way a teacher can teach with his mouth shut.
. . the book is not intended as a manual for teachers.
It aims to provoke reflection on the many ways teaching
can be organized. It attempts to engage its readers
in a conversation about education.GÃ?â?¡Ã?Â¥
March 23, Founders Room, 12 Noon to
Why is it important for your students to take notes? Studies find that note taking helps students focus attention, promotes more thorough synthesis of ideas, and encourages efforts to relate ideas and organize materials. However, with the extensive use of PowerPoint, what are an instructor's best options to help students take and use notes more effectively?
April 19, Founders Room, 12 Noon to 1:30 p.m.
The Socratic method is the oldest and arguably most effective pedagogical technique for teaching critical thinking. Its descendents, from Professor Kingsfield's terrifying questioning in "The Paper Chase" to the structured discussions in law schools today, rely on questioning students about real and hypothetical cases to test their assumptions, factual knowledge, reasoning, and conclusions. The elenchusGÃ?â?¡Ã?Â¶refutation and cross-examinationGÃ?â?¡Ã?Â¶breaks down false or fuzzy assumptions so that students can build up a sound framework for identifying and analyzing problems and testing and defending possible solutions.
The traditional metaphor for the Socratic method is midwifery, because, with the teacher's guidance, the student gives birth to ideas herself, ideas that are retained longer than what is simply memorized. Other advantages include getting students excited and involved, inspiring intellectual curiosity, engaging students in collaborative exploration of evidence and reasoning to reach clarity, distinguishing opinions from defensible conclusions. Ideally, it also encourages respect for individuals and openness to new ideas, so that challenges are directed at facts or ideas, not at people. Effective use of Socratic methods demands as much from teachers as students, because the teacher is the visible example of critical reasoning in action. This technique will be demonstrated by viewing classroom video clips from LW850, Legal Strategies to Reduce Health Risks.
for Late Spring (TBA)