# data[].attributes.body
There are plenty of scholars and educators to be found on social media that can provide a wealth of knowledge

# data[].attributes.attachment_link.readable_text
We've detected that JavaScript is disabled in this browser. Please enable JavaScript or switch to a supported browser to continue using twitter.com. You can see a list of supported browsers in our Help Center.
Help Center

# data[].attributes.attachment_link.description
Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

# data[].attributes.attachment_link.description
Discover recipes, home ideas, style inspiration and other ideas to try.

# data[].attributes.body
These are some website that I frequently use to find information and stay connected to modern ideas about teaching

# data[].attributes.attachment_link.readable_text
Need a GALILEO password?

To access GALILEO as a GoVIEW user, you actually do not need a password. Instead, follow the instructions below:

1. Log into GoVIEW.

2. Click on "GALILEO" in the top-navigation bar.

You should be taken to GALILEO and automatically logged in as a GoVIEW user. If you're still prompted to enter a password or receive an error, please close all your browsers and follow the steps again. If this does not work, please contact GALILEO using the support form.

Password FAQs

# data[].attributes.attachment_link.description
To access GALILEO as a GoVIEW user, you actually do not need a password. Instead, follow the instructions below: Log into GoVIEW. Click on "GALILEO" in the top-navigation bar. You should be taken to GALILEO and automatically logged in as a GoVIEW user.

# data[].attributes.attachment_link.title
Discovery Education | Your Daily Learning Platform

# data[].attributes.attachment_link.description
Discovery Education inspires educators to go beyond traditional learning with award-winning digital content and professional development. Learn more today!

# data[].attributes.body
Blogs are a great way to hear about experiences and knowledge in the direct words of other professionals, in addition to being able to share resources

# data[].attributes.attachment_link.readable_text
Teaching Buddhism or imperialism?

Here is an excellent Twitter thread by the art-crime professor, Erin Tompson, at John Jay College.

Thompson notes that in 1903 the British led a force into Tibet and killed over 600 Tibetian soldiers with Maxim machine guns. The forces looted monasteries and then burned them to the ground.

Examining primary sources about the looting, Thompson notes that one soldier wrote his mother that in one monastery " I got rather a nice gong which no doubt you will find useful when I am able to get it home."

Another soldier, a captain, wrote that ' his wife had secured a few trifles' from the monastery, including paintings that fetched high prices when auctioned at Christie's later in 1904.

The British force that killed the Tibetian soldiers and looted several monasteries was known as the Younghusband Expedition.

You can read more about this expedition and the looting here and at Jstor here and at History Extra here.

# data[].attributes.attachment_link.description
Teaching Buddhism or imperialism? Here is an excellent Twitter thread by the art-crime professor, Erin Tompson, at John Jay College. Thompson notes that in 1903 the British led a force into Tibet and killed over 600 Tibetian soldiers with Maxim machine guns. The forces looted monasteries and then burned them to the ground.

# data[].attributes.attachment_link.description
In 2011, we launched the U.S. Department of Education Green Ribbon Schools (ED-GRS) recognition award and began honoring schools, districts, and postsecondary institutions for their work to: 1) reduce environmental impacts and save money; 2) improve health and wellness; and 3) teach effective environmental and sustainability education.

# data[].attributes.body
I love listening to podcasts while I am driving. There are many great history podcasts (below) as well as podcasts about education in general.

# data[].attributes.attachment_link.authors[].name
1:09:55 Guest(s): Amanda Morin, Emily Kircher-Morris

# data[].attributes.attachment_link.title
The Cult of Pedagogy Podcast | Cult of Pedagogy

# data[].attributes.attachment_link.description
Teaching strategies, classroom management, education reform, educational technology -- if it has something to do with teaching, we’re talking about it.

# data[].attributes.attachment_link.readable_text
You have reached the meat (or hummus, if you'd rather) inside the sandwich that is Cult of Pedagogy. This is where most of this site's accumulated wisdom lives.

To help you find what you need, I've chunked all the posts into three big buckets. Start there, or scroll down to see an index of topics. If you want to get more specific, use the search bar at the top of this page. Still can't find what you're looking for? Contact our support staff. If they can't help you find it, they'll add your topic to our list of future blog posts.

# data[].attributes.attachment_link.description
You have reached the meat (or hummus, if you'd rather) inside the sandwich that is Cult of Pedagogy. This is where most of this site's accumulated wisdom lives. To help you find what you need, I've chunked all the posts into three big buckets. Start there, or scroll down to see an index of topics.

# data[].attributes.attachment_link.readable_text
It's the season finale! In this episode, we did something a little bit different. Instead of hosting, Jenny and Donnell are the interviewees in this conversation. Kemylah Shaw, who is one of Jenny and Donnell's students, cohosts this episode alongside our podcast producer Alli Lindenberg. The conversation is centered around the principal's driving why and, of course, their hummingbird stories. We hope you enjoy and thank you for journeying with us this season!

# data[].attributes.attachment_link.description
Children deserve great childhoods. This is a story of those who believe the same. Two principals - Donnell Cannon and Jenny O'Meara interview school designers, community organizers, learning engineers, and education activists to learn what we should be thinking about when it comes to reimagining the future and the steps we can take today to create better schools, better childhoods, and better people tomorrow.

# data[].attributes.attachment_link.readable_text
Join Weston, Molly, and a bottle of wine as we use iconic teaching moments from movies and television as a vehicle to reflect on instructional practice. We invite you to laugh, agree or disagree, and work toward discovering exactly who you are and where you stand as an educator.

Weston is a former high school teacher and administrator who now works as a Senior Fellow with the International Center for Leadership in Education. His work as a keynoter and instructional coach has afforded him the opportunity to learn alongside teachers and administrators from all 50 states and more than 30 countries around the world.

Molly is a former elementary and middle school teacher who now works with teens and young adults in parochial education programs around Colorado. She and Weston are the parents of two elementary aged children who provide additional fodder for an ed-centric podcast.

Cheers!

Join Weston, Molly, and a bottle of wine as we use iconic teaching moments from movies and television as a vehicle to reflect on instructional practice. We invite you to laugh, agree or disagree, and work toward discovering exactly who you are and where you stand as an educator.

Weston is a former high school teacher and administrator who now works as a Senior Fellow with the International Center for Leadership in Education. His work as a keynoter and instructional coach has afforded him the opportunity to learn alongside teachers and administrators from all 50 states and more than 30 countries around the world.

Molly is a former elementary and middle school teacher who now works with teens and young adults in parochial education programs around Colorado. She and Weston are the parents of two elementary aged children who provide additional fodder for an ed-centric podcast.

Cheers!

Creed Episode

They mentioned Wood Harris who plays Avon Barksdale in The Wire playing a part in the movie. Wonder if they realize Michael B Jordan is in The Wire as well...anyway great podcast!

Humorous but with quality content

This was my first time listening to your Podcast and I am your newest fan! I love how you take a moment from a movie as the basis for a discussion about the teaching profession. You bring up some really great discussion points and it's authentic that you don't have the same opinion! Can't wait to listen to more!

Old Student

Awesome time this morning!!! Taking about the Dark Knight , that's was a easy and exciting breakdown !

# data[].attributes.attachment_link.keywords[]
teaching keating with weston and molly kieschnick

# data[].attributes.attachment_link.title
‎Teaching Keating with Weston and Molly Kieschnick on Apple Podcasts

# data[].attributes.attachment_link.description
Join Weston, Molly, and a bottle of wine as we use iconic teaching moments from movies and television as a vehicle to reflect on instructional practice. We invite you to laugh, agree or disagree, and work toward discovering exactly who you are and where you stand as an educator.

# data[].attributes.body
These are some articles that have inspired me in some way or given me guidance about how I would like my classroom to be run.

# data[].attributes.headline
Engage, Enhance, Extend by Liz Keren-Kolb

# data[].attributes.subject
Engage, Enhance, Extend by Liz Keren-Kolb

# data[].attributes.attachment_link.readable_text
Active learning methods ask students to engage in their learning by thinking, discussing, investigating, and creating. In class, students practice skills, solve problems, struggle with complex questions, make decisions, propose solutions, and explain ideas in their own words through writing and discussion. Timely feedback, from either the instructor or fellow students, is critical to this learning process. Education research shows that incorporating active learning strategies into university courses significantly enhances student learning experiences (Freeman et al., 2014; Theobald et al., 2020).

Benefits of active learning

Opportunities to process course material through thinking, writing, talking, and problem solving give students multiple avenues for learning.

Applying new knowledge helps students encode information, concepts, and skills in their memories by connecting it with prior information, organizing knowledge, and strengthening neural pathways

Receiving frequent and immediate feedback helps students correct misconceptions and develop a deeper understanding of course material

Working on activities helps create personal connections with the material, which increases students' motivation to learn

Regular interaction with the instructor and peers around shared activities and goals helps create a sense of community in the classroom

Instructors may gain more insight into student thinking by observing and talking with students as they work

Knowing how students understand the material helps instructors target their teaching in future lessons

Considerations

Design activities around your learning outcomes, especially with topics students typically find confusing

Be clear about how activities relate to learning outcomes since students do not always make that connection on their own

Be aware that you will need to cut content from your lectures to make room for discussion and activities; review your lectures and remove the least important parts; also consider asking students to read before the class meets and take a low-stakes online quiz or complete an online discussion board post so that they come to class ready to learn more advanced topics

Plan to pause your lecture 2 or more times for activities; these can be as simple as asking students to discuss their thoughts on a question with someone sitting next to them

Use active learning consistently so students know what to expect in class

Build-in accountability for individual and group work (offering participation points is one way to show your students that you value the activities and their participation); for example, ask students to answer polling questions, upload a photo of their worksheet to Canvas, or turn in an index card with a response to a short writing prompt at the end of class

When students are working on an activity in class, it is helpful for you and/or your TAs to move around the classroom to answer questions and interact with students to learn more about how they are thinking; these interactions can inform ways to follow up after an activity with clarification or to highlight student ideas

Be sure to offer timely feedback to students after an activity; in large classes, one option is for you to explain both the correct and incorrect answers (some students will have guessed)
Also, consider the value of peer feedback, such as in the form of a think-pair-share discussion with someone sitting near them

Talking to students about active learning

Many students are beginning to expect their classes should include some interaction and opportunities to practice, discuss, or apply what they are learning. The best way to ensure that you and your students have a positive experience with active learning is to be transparent about how you will use it and why.

On the first day of class:

let students know that your course uses active learning and that they will be expected to participate (add this to your course description and syllabus too)

explain why you are using active learning and how it will help them succeed in your class (connect it to skills they will need beyond Cornell)

point them to the latest research on learning demonstrating that students learn more and earn higher grades with active learning (e.g., Deslauriers et al., 2019)

use a quick icebreaker or two to help students become comfortable working with one another

introduce an active learning activity to set the expectation for an interactive class

Getting started

Our Active learning techniques page offers a range of ideas that instructors can adopt whether they are just starting out with active learning or are looking for new strategies. Instructors across Cornell (from the humanities to STEM) are using these techniques, which can be adapted to almost any course.

Since 2014, Cornell has encouraged the adoption of high-impact practices across the university through its Active Learning Initiative (ALI). Funding from the Initiative has helped faculty redesign their courses and implement active learning teaching strategies. ALI has a broad network of faculty who have implemented active learning in different ways and who meet to share their ideas and experiences.

The best way to learn about active learning is to see it in action. If you have a colleague who uses active learning, ask to observe their class, or contact CTI for information on courses where active learning is being used.

Resources

Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251-19257.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.

Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., Chambwe, N., Cintrón, D. L., Cooper, J. D., Dunster, G., Grummer, J. A., Hennessey, K., Hsiao, J., Iranon, N., Jones, L., Jordt, H., Keller, M., Lacey, M. E., Littlefield, C. E., ... Freeman, S. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences, 117(12), 6476-6483.

# data[].attributes.attachment_link.description
Active learning methods ask students to engage in their learning by thinking, discussing, investigating, and creating. In class, students practice skills, solve problems, struggle with complex questions, make decisions, propose solutions, and explain ideas in their own words through writing and discussion. Timely feedback, from either the instructor or fellow students, is critical to this learning process.

# data[].attributes.headline
Integrating Technology by the American Psychological Association

# data[].attributes.subject
Integrating Technology by the American Psychological Association

# data[].attributes.attachment_link.readable_text
Formative Assessment Technology Tools

Formative assessment tools allow teachers to assess student learning and provide feedback in order to gain understanding. Teachers can use formative assessment many times throughout the class to gauge their students' learning; formative assessment is typically done in a low-stakes context. Psychology teachers can use formative assessment in their classes to ask a short series of questions about a lecture, reading or specific learning objective. Although this could be done on paper, the beauty of adding technology tools to the classroom for formative assessments is that they can provide instant feedback. Feedback helps to reassure students about what they know and can guide how they use their time to study. A teacher could use Socrative or the Google Forms quiz feature which allows a teacher to not only instantly show the correct answer, but also to include an explanation for why an answer is correct.

For more on using formative assessment tools in the high school psychology class, see Technology Tips & Tricks: Assessment and Engagement.

Interactive Lecture Technology Tools

Whether or not you are flipping the classroom, interactive lecture tools can be helpful in engaging students with the lecture content. Some interactive lecture tools (e.g., PollEverywhere, Google Q & A) allow teachers to ask questions of students during their lecture, providing an opportunity for the teacher to assess student learning of the material while at the same time promoting student engagement. Peardeck and Nearpod let teachers create interactive slideshows that give a space for students to respond to formative assessment prompts, such as to draw a neuron, right in the middle of a lecture. These tools are great for asking students to demonstrate understanding while giving direct instruction.

For more on using interactive lecture tools in the high school psychology class, see Using Technology to Help Students Understand Content and Participate in Metacognitive Skills.

Social Learning Technology Tools

Social learning tools allow students to interact with each other, the teacher and the course content. A teacher might choose to pose questions to students via a social learning tool outside of class hours so that students can be encouraged to think about the material outside of class. Additionally, students can interact with their teacher by asking questions. For example, teachers could use the website or app Flipgrid to have students respond to their classmates' video discussion posts. Students could use Padlet to share resources for a topic or answer an opening hook question. Students could also collaborate through any of the tools in the Google Suite for Education.

For more on using social learning tools in the high school psychology class, see Using Tech Tools in Your High School Psychology Classroom.

Creation Products Technology Tools

Assessments in our online, blended and face-to-face classrooms take many forms. At the highest level of Bloom's Taxonomy and Webb's Depth of Knowledge is the ability for students to create their own learning product. These tools are engaging and focused on providing students with opportunities to do just that. Piktochart and Venngage provide tools and templates for students to create their own infographics. Soundtrap, Prezi and Screencast-o-matic are tools that students can use to create stimulating audio and visual presentations that can be shared with their peers. Teachers can have students use Soundtrap to produce a podcast on a topic or share an interview they conducted.

For more on using creation technology tools in the high school psychology class, see Audience Members, Collaborators and Competitors: Technology Tools to Connect.

Mobile Apps Technology Tools

In our Bring Your Own Device (BYOD) and 1:1 environments, use of mobile apps can be invaluable. Almost every tool has website access and can also be downloaded as an app. Popplet, for example, is a tool for creating cognitive maps which can help students to learn and reinforce connections between constructs or topics. Plickers is an app that does not require students to have their own devices, but rather allows teachers to collect real-time formative assessment data.

For more on using mobile apps in the high school psychology class, see Technology Tips & Tricks: Assessment and Engagement.

Teacher Technology Tools

Suggested tools in this category relate to classroom management. Leveraging technology like Planboard , for instance, can help with organization and lesson planning and allows for lesson plans to be shared with substitute teachers or student interns. It also allows teachers to import lesson plans from other teachers as well. Tools like Zipgrade and Akindi not only provide seamless and rapid grading, but also provide item analysis that can be used to improve and review classroom teaching. Technology tools for classroom management include:

For more on using teacher technology tools in the high school psychology class, see Technology Tools for Psychology Teachers: How to Take Back Your Time.

Please Note

Technology changes frequently and the tools listed above are a snapshot of what is available at one point in time in 2019. The TOPSS Committee will review this listing on an annual basis to make updates as needed. Also, when using technology in the classroom, teachers should always consider any potential pitfalls in using these technologies. For example, lack of good classroom wifi (and for tools used outside the classroom, student home access to the Internet) or lack of current technology in the classroom (e.g., not enough or no computers or tablets) should be considered before using any tool in the classroom. When tools are more complex, class time will need to be spent teaching students how to use the technology and troubleshooting when things go wrong. Teachers should consider how comfortable they are with the amount of class time needed to introduce a new tool in class before adopting a particular tool. An additional issue with third party tools like those listed above is data security. Teachers are encouraged to find out if student data are kept private with any of the tools above and may want to check with the school principal if there are privacy or security questions.

# data[].attributes.attachment_link.description
Will using this tool add to student learning and engagement? Is this tool reasonable, practical and relatively easy to use? Will this tool help students achieve the learning outcomes of the course? Do all students have access to this tool?

# data[].attributes.body
These are some Twitter accounts to follow for some up to date information on education, as well as tips and tricks for the classroom

# data[].attributes.attachment_link.embed_code
Tweets by clarkcreativeed

# data[].attributes.attachment_link.embed_code
Tweets by Justeachistory

# data[].attributes.attachment_link.readable_text
George Lucas Educational Foundation

The benefits of movement in the classroom aren't limited to younger students. Pairing new words and concepts with gestures or dance moves locks in understanding-and active brain breaks prime students to learn even more.

# data[].attributes.attachment_link.description
A free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education.