Through my college experience and my reflection on The Scholarship of Teaching and Learning Reconsidered, I have come to recognize several ideas that have greatly impacted me, my views on learning, and my actual learning. My overall experience in college has been beneficial because of the teachers who approached teaching with a more conscious effort and taught me to approach learning and my role as learner in the same way. This essay highlights many of the aspects of the chapter, “Teachers and Learning,” that have been beneficial for me throughout my educational career, and a few notes on changes that may have helped.
Tag: Chapter 2: Teachers and Learning
From Lessons Learned the Hard Way to Lessons Learned the Harder Way
My departure from traditional methods of teaching and assessment (i.e., lecture and close-ended exams) was prompted years ago by a “gut feeling” that has morphed into an explicit examination of my teaching practice and students’ reactions to it. The scholarly approach and empirical evidence in “Teachers and Learning” (Hutchings, Huber & Ciccone, 2011, Chapter 2) provided me with the scientific and social support I needed to publically challenge existing norms regarding teaching practices, reevaluate my data collection efforts, and advocate for change based on best practices, not on tradition, both inside my classroom and beyond.