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"Gravett, Emily"
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Again!
At bedtime, Cedric the dragon wants his mother to read his favorite book again, and again, and again.
Book
Response to \Quick Fix: Get Up! Five Ways to Energize a Classroom with Physically Active Learning\
A recent \"Quick Fix\" in College Teaching offered five strategies for energizing a class through physical activity. Embedded in this \"Quick Fix\" and other such techniques, however, is a presumption that all students are able-bodied, which may, unintentionally, contribute to the invisible but pervasive ableism that we know students (and instructors) with disabilities encounter routinely-in society and even in higher education. This response to the \"Quick Fix\" is intended to raise awareness about considerations of disability and to offer a brief introduction of principles of Universal Design (UD), which may help instructors create more inclusive learning activities.
Journal Article
Dogs
There are so many different kinds of dogs, how can anyone pick one type of dog to love the most?
Book
The Scholarship of Teaching and Learning in Religious Studies
In 2014, a roundtable on pedagogy appeared in the Journal of the American Academy of Religion with an initial piece by Vanessa Sasson. Although neither Sasson nor the respondents explicitly situated her article as a part of the broader body of work known as the \"Scholarship of Teaching and Learning\" (SoTL), readers would reap benefit from such a contextualization. In this article, after first exploring what SoTL is and how it has interacted with the field of religious studies, I explore three main elements of this particular kind of scholarship: research with human subjects and the Institutional Review Board, a foundation in other scholarship, and assessment. In these three areas, I uncover special questions, considerations, and resources for all religious studies instructors interested in embarking upon a SoTL project with the aim of contributing to the ongoing conversation about pedagogy.
Journal Article
Emily Gravett: Illustrator–United Kingdom
For me the beauty of picturebooks is that they have to work on so many different levels, with text and illustration often playing different roles, and an audience that can range in age from age zero to one hundred! It’s a fantastically challenging medium, and one that I love.
Journal Article
Where's Bear?
Friends Bear and Hare play a game of hide and seek, counting from one to ten each round.
Book
Note-taking During Discussion
The benefits of in-class discussion, a form of active learning, are well-documented; in particular, discussions allow students the opportunity to learn from their peers. Yet students often treat discussions as ‘down’ or ‘free’ time. If students are not taking notes during discussion and reviewing those notes later on, they may not be learning much from this activity, despite their professed understanding of its value. This article reviews the benefits of discussion and the important functions of note-taking before introducing an online weekly reflection assignment that was designed to motivate students to take notes during discussion, particularly on their peers’ contributions. An analysis of past weekly reflection text and survey data from students confirms the utility of the assignment. Intended and unintended benefits of the weekly reflection assignment are shared, as well as its limitations. The conclusion offers suggestions for future areas of research to complement this study.
Journal Article
Bear & Hare share!
\"Friends Bear & Hare learn that sharing is better than being selfish\"-- Provided by publisher.
Book
Student Perceptions of Instructors as Growing Learners: Implications for Educational Development
Popular teaching books often advise instructors to tell students about efforts to improve teaching, and Centers for Teaching and Learning often inadvertently reveal such efforts to students through particular programs. Yet no research exists that investigates students' perceptions of
educational development and the growth in teachers that it facilitates. This study begins to fill this gap. Results revealed that student respondents held positive attitudes about instructors as learners, who may even make mistakes, and felt comfortable with instructors' improvement efforts,
even if they were not familiar with the wide array of educational development opportunities available. Further research is needed to determine how responses might vary with different student and instructor identities, but we generally recommend that instructors continue to share-and
that educational developers continue to advise instructors to share-their teaching improvement efforts with students.
Journal Article