After introduction and discussion of a particular issue (i.e. genetic manipulation for therapeutic benefit) I show a video of a real case. After seeing real people facing difficult and tragic decisions, the black and white thinking that is usually predominate initially gives way to a better understanding of the complexity of such issues. The power of STORY makes all the difference in learning at a critical thinking level. The video is usually followed up with group discussions designed for the class size and topic. Reflective writings are also used when appropriate for feedback and deeper understanding.

Amy Stumpf astumpf@calbaptist.edu
Class: Ethics


Coaching

I spend a considerable amount of time in class coaching students on how to learn the material they have just been presented.

Ray Shelden rshelden@lasierra.edu
Chemistry

Hands-on project and peer-teacher's critiques

The teacher first shows audio-visual materials demonstrations. Later have students bring in images they found in magazines that trigger their ideas. Students have to blow up the images to a bigger print and analyze the images. Other activities include hands-on projects that start from the very beginning of the class. Students have to jump into creating a project without considering the result. After finishing the project, the teacher and students critique for every project and analyze what works and what does not work. Based on the critiques, students modify the project and find out a better plan for future project.

Susan Patt spatt@lasierra.edu
ARTS 264 Images on Fabrics

Quotations of Significance

I always make sure that I give students sayings that support and relate to the subject matter. These sayings are good for life in a variety of ways and still they support the learning. I believe that students need a guide or role model and if they can remember these sayings they will have twice the value of their education. The first value will be life instructions and the second value will be the lessons learned in the subject area. I hear students quoting these sayings and they often come to me later and tell me they still think of what we talked about in class and can remember things because of these sayings.

David Wiebe dwiebe@calbaptist.edu
Sociology, Psychology or Humanities

Faith in God

Before and after beginning class one need to pray to God that He may guide you in effectively teach students and that students may understand His great works. Everything in these courses in applied to wonderful works of God. For example, in Astronomy students are asked to go out and look at the stars for two hours per wk. They are to meditate and on what they see. They are to write a report on what they saw, instruments they used (ex. binoculars, telescope), the time, and what they learned concerning the class and/or to God. When one feels students are not understanding the lecture, one needs to stop say a prayer and go over the information again. In these classes there are also student projects, class demos, and the use of power point presentations. The most important thing one needs to do as a Christian teacher, is to leave the students, the lectures and the entire course in God's hands. Furthermore, one should always remember Him in everything that one does. Dr. Richard

Bobst rbost@lasierra.edu
Physics, Astronomy

Questioning Strategies

When you want students to be actively engaged in the lesson you can ask a critical thinking question and when someone raises their hand ask them to hold their answer. Ask for others to respond and do the same. Once you have several responses then have them share in small groups. You can also have them share with the whole group giving a slightly different view of the answer. If you want to be fancy, have some fake microphones to use for the speaking. This brings a sense of order to the group sharing and provides several more opportunities for speaking and thinking.

Joseph De Vol jdevol@calbaptist.edu
Any undergraduate course

Storytelling to memorize formulas

The quadratic formula is an important tool in algebra. Students tend to remember something if you give them a concrete way to relate it to their active memory. I have created a short story that highlights the "variables" used in the formula. It is as follows: There once was a guy named Bob. Bob was a very negative guy (-b). Bob is invited to a party and he can't decide if he should go or not. He scratches his head and thinks, "should I or shouldn't I go to the party?" (+) Bob decides to go and while he is in the house (Ö), Bob enjoys square dancing (b2). He gets tired and decides to play some poker with a group of guys. He does great until he loses to a guy with 4 aces (- 4ac). All and all it was a great party and it was all over (draw the fraction bar) by 2 a.m. (2a).

Elizabeth A. Morris emorris@calbaptist.edu
Intermediate Algebra/College Algebra