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0. CAVEAT: This is not all there is!

"Writers of books giving advice on teaching seem determined to justify themselves by condemning and

displacing alternative teaching practices. Unlike natural and physical scientists, who pursue the ideal of

progressively accumulating knowledge and methodology while learning from peers in the field, authors of

pedagogy texts mount high crusading horses and level the landscape of competitors before constructing

their own competing methodology, thereby condemning education methodology to a cycle of fads. . . .

Polemical treatises on education . . . miss the point that most good teachers employ a variety of materials

and methods in their classes and tailor lessons to the needs and abilities of their students."

--John A. Shedd, The History Teacher 32.1 (November 1998): 137.

I. RULE #1: Let it be fun!

Bringing fun to academe:

"Caution! If a scholar starts studying elephant-shaped hotels, he is likely to be denounced, or ridiculed,

or pointedly ignored by self-styled 'serious scholars,' who will dismiss him as doing work that is 'trivial'

or 'irrelevant.' Students of landscape must learn to ignore such folk, or they will end up paranoid. The

critics are more to be pitied than censured, since they see that other people are having fun, and they

probably aren't. It's a sad fact--but nonetheless a fact--that many academics don't consider it respectable

to enjoy their scholarship. But life is too short to worry about people like that, so keep your eyes open, and

remember that you're trying to understand nothing less serious (or less funny) than American culture."

--Peirce Lewis, endnote 19, "Axioms for Reading the Landscape: Some Guides to the American Scene," in

The Interpretation of Ordinary Landscapes, ed. D.W. Meinig (Oxford, 1979), 11-32.

Where my perspective comes from:

"The Children's School of Science endeavors to awaken in children a love and appreciation of science

by exercising a child's natural curiosity. While specific courses may vary from year to year, direct

observation and understanding of nature is the guiding philosophy of Science School."

--From the 1998 CSS brochure, Woods Hole, Mass.

"'You go to SCHOOL in the summer? And you LIKE it?' . . . Science School is the excitement I felt in

1949 as I began Seashore Life, and the excitement I will see in 1988 on opening day, brightest in the faces

of the youngest students as they crowd around the door." --From preface to The Children's School of

Science, privately printed ed. of Elizabeth Dudley, PhD. diss., University of Maryland, 1985.

II. RULE #2: A good discussion begins on Day One. The atmosphere for the class is established by the end of

III. GETTING THINGS STARTED: WARM-UP METHODS

The teacher poses questions to the class, where students are sitting in pairs. Students silently

think of a response individually for a given period of time, then pair with their partners to discuss

the question and reach consensus. The teacher then asks students to share their agreed-upon

answers with the rest of the class.

F. Three-step interview

Divide four-member groups into two pairs: A and B, C and D.

STEP 1: A interviews B while C interviews D.

STEP 2: Reverse roles: B interviews A while D interviews C.

STEP 3: Share-around: Each person shares information about his/her partners in the group of 4.

Note: The interviewer listens, asks questions and paraphrases, but does not elaborate or share

personal data.

G. Roundtable

The teacher poses a question having multiple answers, or gives each group a worksheet. The

group has only one piece of paper or worksheet, and perhaps only one pen. A student writes

down one response, says it aloud, and then passes the paper or worksheet to the person on the

left. The process continues in this way. Optional: A student may say "pass" at any time.

H. Numbered Heads Together

Each student in the group is given a number from one to four. The teacher poses a question,

issue, or problem. Students talk this over within the group and prepare to respond. The teacher

then calls upon students by number to represent the group.

I. Brainstorming

Students offer responses to a posed question or issue within a given amount of time. The teacher

(or other leader) keeps track of all responses, preferably on a chalkboard or poster. No criticism

or elaboration is allowed until the brainstorming period concludes.

J. Generating Truth Statements

Groups of four or so students create three endings to open-ended statements (e.g., "It is true of

advertising that . . ."), then choose one or more to share with the class.

! Suggestion: Assume that students have not prepared readings for class.

The round table is a form of group discussion in which the participants exchange views under the leadership of a chairperson. Large round table discussions generally include all students seated in a circle, with the instructor serving as leader. Small round table discussions, also called "small groups," usually do not include more than six people in a group. Large round table discussions can be formal or informal; small round table discussions are informal.

C. Pairs

Pairs is a form of discussion allowing one-on-one interaction based on a specific topic. Often each member of a pair will be asked to complete certain tasks alone, then work together with her/his partner to complete further tasks.

A symposium consists of prepared comments by several speakers on a single topic or reading. When all of the speakers have finished their presentations, the speakers inititiate and lead discussion. They might invite the audience to respond to questions, ask questions, contribute additional information, or express agreement or disagreement with the speakers' views. Symposium speakers and audience members are responsible for being familiar with the assigned reading; speakers/leaders are also responsible for preparing to lead the discussion (details will be covered in class), and audience members for raising questions and participating actively in the

discussion.

A debate generally consists of two large groups in semi-formal, partially structured discussion over a specified issue. Each group develops arguments to advance one side of the debate, even if the stance the group is asked to take does not coincide with individual members' beliefs. After preparation is completed, the debate proceeds under the mediation of a moderator. Within each group, individual members may be given certain responsibilities during the preparation or discussion phases.

In a class outline format, students are assigned to read and prepare a summary of the key points/issues in a specific section from the assigned reading. In class, all students are provided with an outline of the reading. During the class session, students in turn explain each successive section of the reading (offering additional explanation and examples when appropriate), while everyone else takes notes on their outline. At the end of the session, each student should have a completed outline and should be comfortable with all of the material.

Like the class outline, the jigsaw allows students to digest large amounts of material while

only preparing a portion of the reading. The class is divided into groups; each group is

assigned a section or chapter of the reading. In advance, each student reads his/her assigned

portion and summarizes three or four main points (and/or strengths, weaknesses, questions),

PHASE 1: Members of each group meet to review their findings (i.e., all students who read

chapter 1 meet together, all who read chapter 2 meet together, etc.) for a given time period.

PHASE 2: The class is reshuffled into groups comprised of one member apiece from each of the

original groups (i.e., one chapter 1 student, one chapter 2 students, etc.). Members of the new

groups share their chapter summaries with each other; everyone takes notes on the chapters

they did not read.

H. Workshop

During a workshop, time is allotted for students to work on and/or prepare for a specific task. The instructor is present to answer questions and to work with students as necessary. Workshops may also be used for the instructor to introduce and discuss new skills which students will need to use at a later time.

A panel discussion consists of a chairperson and from four to eight participants. The participants speak in conversational style, generally not longer than a few minutes at a time. They express opinions, disagree with, and question one another. The chairperson acts as a moderator, stimulating, directing, and summarizing the discussion. After a while, the audience joins in the discussion. Audience members may question the panel; in addition, panel members may address general or specific questions to the audience. The chairperson summarizes the discussion before bringing it to an end. The procedure is as follows:

a. A chairperson introduces and serves as the moderator.

b. The speakers take turns in presenting ideas gained from their investigation of a subject. Each participant, limited by prior agreement to a particular phase of the subject, covers his part as thoroughly as possible in the time allotted.

c. After opening presentations of a few minutes each, the chairperson permits each participant to question on or comment on the views of any of the other speakers.

d. Panelists may refer to prepared notes in presenting their initial talks. Afterwards they speak extemporaneously.

e. After a reasonable time, the chairperson opens the discussion to the audience.

f. The chairperson summarizes the discussion.

Duties of the Chairperson (usually the teacher):

1. Arranges a preliminary meeting (s) of the speakers

2. Defines the issue or problem

3. Keeps the discussion focused

4. Draws timid panelists into the discussion and prevents more vocal panelists from dominating

5. Clarifies different points of view

6. Moderates the discussion with the audience

7. Summarizes/concludes

Duties of a Participant:

1. Knows the subject thoroughly

2. Gathers data by doing research

3. Participates actively in discussion/listens intelligently

4. Speaks clearly and audibly

5. Is always courteous. Sarcasm and ridicule are out of place. Disagree reasonably and with reason.

Duties of an Audience Member:

1. Listens and watches courteously and intelligently

2. Considers each point of view presented; develops specific questions or comments to ask panelists

3. Participates actively in latter part of discussion

SAMPLE, from Fall 1997 syllabus: Most weeks you will respond to a question or questions in the form of informal, 1-page (250-500 words or so) typed entries designed to help you synthesize that week's readings. You will be given general guidelines for each anthology entry, though you should feel free to brainstorm, raise questions, and/or give personal responses to readings in addition to responding to my questions. A complete set of edited entries will be assembled to form an anthology (see description below). Entries are due at the beginning of class. No late entries will be accepted, except for one (your choice) which may be submitted one class late. Your entries will be kept in a manila file folder labeled with your name and stored in your residence hall [or other easily accessible site]. Note that this will be a public collection, though its distribution will be limited to members of your class.

Comment from "C" student at end of Spring 1997 class: "[O]ur teacher was always trying

something different and kept the class guessing and coming to class."

Spring 1997, "B" student: "I skipped all of my other classes numerous times but not this one, why?

This is what I would call the 'kiss ass catch 22.' Frankly, I actually learned something. I wanted to learn

in this class and did not dread going every Tues. Thurs. I'm sure we can all relate to this some how.

(the attendance in this class was damn good!)" [lots of sics]

Fall 1998, "B" student: "I liked the style that the course was taught, in a discussional, almost student

run, manner. . . . More importantly to me, I learned about the views of my classmates."

Fall 1998, "B" student: ". . . I discovered how refreshing it is to have a class that employs a variety of

teaching methods . . I will remember this lesson when I plan my own presentations for class & elsewhere"

Fall 1998, "B" student: "The best example of what I have learned this semester comes from when I went home for Thanksgiving break. My mom was so excited to show me the new candles she had bought. There, sitting on the dining room table, were six candles. Three perfectly molded and painted Pilgrim candles and three perfectly molded and carved Native American candles. In the past, my first reaction would have been to notice how pretty and cute the candles were. Instead I was shocked by the stereotypes and fraud being displayed on my dining room table by a set of candles. I know that I will never look at a museum, or landscape, or holiday in the same way because of the discussions we had in this class."

"The finest teacher is an entertainer. Some teachers find that a demeaning concept, but to teach is to pass

on knowledge, and being a scholar is not enough. A teacher must engage the mind of the student for

knowledge to pass from one to another. If that is best done with a tap dance or a funny hat, so be it."

--Bob Keeshan, Good Morning, Captain (1996), 30-31.