by Anna Mikkelborg, Political Science Teaching Effectiveness Award Essay, 2021 When I learned that the first course I would teach at Berkeley would be offered not only remotely, but asynchronously, I was a bit disappointed. I’d been looking forward to leading a classroom of Introduction to American Politics students in Continue Reading >>
by Chitraang Murdia, Physics Teaching Effectiveness Award Essay, 2021 Remote teaching has come with its own challenges for everyone. One major challenge faced by most instructors is the lack of student participation and engagement. Traditional teaching styles like lectures and supervised problem-solving sessions have not been successful at mitigating this Continue Reading >>
by Ashwin Mandakolathur Balu, Public Policy Teaching Effectiveness Award Essay, 2021 Using experimental methods to establish causal relationships has been the holy grail of research in social sciences. However, it is a challenge to teach these concepts since it requires knowledge about sampling methods, statistics, and probability, as well as Continue Reading >>
by Victor Reyes-Umana, Plant and Microbial Biology Teaching Effectiveness Award Essay, 2019 A game of hot potato, borrowing a book from the library, and how a crowd of people enters a room may not sound like relevant topics to bring up during a Biology 1A discussion—but for my students, these Continue Reading >>
by Britney Kitamata-Wong, Integrative Biology (Home Department: Optometry) Recipient of the Teagle Foundation Award for Excellence in Enhancing Student Learning, 2015 Related Teaching Effectiveness Award essay: A Clinical Approach to Human Anatomy My first semester teaching human anatomy was an eye-opening experience into the way students learn. I defaulted to Continue Reading >>
Although “discussion sections” is in the title, several pages provide useful strategies for any kind of class: it presents a wide range of methods and activities to increase student learning and participation.
Crafting discussion guidelines with your students at the start of the semester gives them a stake in maintaining a respectful and productive climate in the class.
Most instructors worry that students will not speak up in class. By helping students better prepare for section, instructors can ensure more frequent class participation.
Sometimes a tragic, violent, or other powerfully emotional public event can overshadow section participation. There are a variety of resources to help navigate these situations.
A selection of resources for GSIs on leading discussions and teaching discussion sections.