Reflections on three years of teaching INTGLOS: Scaffolding as a strategy

Added Title

Reflections on three years of teaching Introduction to Global Society: Scaffolding as a strategy

College

College of Liberal Arts

Department/Unit

International Studies

Document Type

Conference Proceeding

Source Title

Proceedings of the Scholarship and Innovation in Learning and Teaching (SILT) Symposium

Publication Date

3-7-2014

Abstract

The paper is a reflection essay on the design and strategies the author have adopted in teaching Introduction to Global Society to freshman students for the past three years, 2011 to 2013. By analyzing the approaches used in the course (i.e., conducting class activities before the lectures, use of non-text-heavy slideshows, and giving out major exams with an objective and essay parts) and infusing the results of teaching evaluations conducted by the Institutional Testing and Evaluation Office, the author explored the underlying paradigm of his teaching method. Findings suggest that instructional scaffolding is evident because of a supportive learning environment and students are encouraged to have more active role in the learning process.

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Disciplines

Curriculum and Instruction | Education

Keywords

Teaching; Reflective teaching; College teaching; Introduction to Global Society

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