Whole class

Practitioner Speakers

Goal/s:
  • To provide students with insights into how individuals shape their urban environment by engaging them in conversation with key actors in Boston government policy, community organizing, entrepreneurship, nonprofit sector work, etc.
  • To teach students about Boston history and contemporary challenges.
  • To equip students to be better members of urban communities by teaching them the skills to understand their urban environment and become civically involved.

Class: United States in the World 24: Reinventing Boston: The Changing American City

Introduction/Background: This course introduces students to Boston and the study of urban life through a variety of readings, discussion, guest lectures from practitioners, and visits to four neighborhoods in Boston. Students learn to utilize quantitative and geographical information to understand the city, and to conduct their own research through careful observation and interviews. Throughout the course, the instructors invite local practitioners to share insights into Boston’s history and future.

Reflection on Course Learning Goals

Overview: This activity is designed to assess students’ understanding of the course learning goals by engaging the students in an active, individualistic question and answer session. It provides the instructor with valuable insights about his/her students’ learning and if the course learning objectives are being met.

Course: HGSE T139 Investigating Teaching and Learning Through Close-Collaborative Examination of Student and Teacher Work

Goals

Conceptual Mapping for the Big Picture

Overview: In this activity, students work as a group to create one large conceptual map that includes many or all of the key concepts from the course using large Post-it notes and dry easer markers.

Class: HGSE T543: Apply Cognitive Science to Teaching and Learning (section)

Goals

(1)  For students to see the big picture and connections between the concepts of the course.

(2)  To assess where students are at in their understanding of the course concepts and where more work might be needed.

Heads-Up Seven-Up Quiz

Introduction/Background: In Emily Riehl's Topology I: Topological Spaces and the Fundamental Group, she uses a fun heads-up-seven-up style quiz to quickly engage students and test the level of confusion among the students. This activity not only helps students participate and actively take a part in their learning, but also assists the instructor in increasing the effectiveness of their lectures. 

Political Divide Blog Post

Introduction/Background: In Psychology of the Political Left and Right, Sasha Kimel challenges her students to create a blog post that helps develop their awareness of how the political divide affects one's psychological processes, like behaviors, thoughts, feelings, and more.

Pages