Spring 2005 Workshops

Tuesday,
February 15, Founders Room, 12 Noon
to 1:30 p.m.

Teaching With Your Mouth Shut
A discussion of the book by Donald Finkel facilitated
by Rob Schadt, OTLT

In the preface
Finkel writes, GÃ?â?¡Ã?£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¥

Through reading and conversation we will look at some
of the most central practices of our teaching. Copies
of the book will be provided to all participants.

Wednesday,
March 23, Founders Room, 12 Noon to
1:30 p.m.

Notetaking or PowerPoint Handouts?
A discussion facilitated by Adrienne Cupples,
Department of Biostatistics
Part of our series of Scotch Award-Winning
Teachers

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?

Tuesday,
April 19, Founders Room, 12 Noon to 1:30 p.m.

Using The Socratic Method in a Health Law Course
A discussion facilitated by Wendy Mariner,
Department of Health Law and Bioethics
Part of our series of Scotch Award-Winning
Teachers

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 elenchusG���¶refutation
and cross-examinationG���¶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.

Scheduled
for Late Spring (TBA)
How to Write a Case
(A hands-on workshop designed as a special
half-day session)

Frank Dinan, Professor, Department of Chemistry
and Biochemistry, Canisius College
Editorial Board, National Center for Case Study
Teaching in Science

Finding a topic for a case isn’t difficult. Cases can
be used to teach almost any topic, from mitosis to nuclear
fission. The challenge is how to craft a case study
so that it achieves your teaching objectives while providing
students with a compelling story that is relevant and
thought-provoking. In this session we will provide you
with a recipe for writing successful cases. Join us
and leave the workshop with a rough draft of a case
for one of your own courses.