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The Things I Did Badly: Looking Back on My First Five Years of Teaching

Faculty Focus

More and more, however, I remind myself that, since I’m training them to critically assess every reading and, indeed, every truth claim placed before them, I can hardly object when students turn those very faculties of critical inquiry on me. Have they taught? Studied pedagogy? Don’t they realize how good they have it? to 5:00 p.m.

article thumbnail

The Things I Did Badly: Looking Back on My First Five Years of Teaching

Faculty Focus

More and more, however, I remind myself that, since I’m training them to critically assess every reading and, indeed, every truth claim placed before them, I can hardly object when students turn those very faculties of critical inquiry on me. Have they taught? Studied pedagogy? Don’t they realize how good they have it? to 5:00 p.m.

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Bridging the Gap: Overcoming Barriers in Higher Ed for Students with Disabilities including Neurodivergent Learners

Faculty Focus

Students with dyslexia, dysgraphia, and other cognitive differences often experience auditory, visual, and spatial processing difficulties, affecting their reading, writing, and overall learning. ii] Contrary to common belief, neurodiverse students represent a significant proportion of the higher education population.

article thumbnail

Bridging the Gap: Overcoming Barriers in Higher Ed for Students with Disabilities including Neurodivergent Learners

Faculty Focus

Students with dyslexia, dysgraphia, and other cognitive differences often experience auditory, visual, and spatial processing difficulties, affecting their reading, writing, and overall learning. ii] Contrary to common belief, neurodiverse students represent a significant proportion of the higher education population.