Speaker:
Debra Moss Vollweiler
Shepard Broad College of Law
20 minute Roundtable
Description:
The Covid Crisis had an enormous impact on education, and specifically on the way that professors conducted their classrooms. It is unquestionable that the March 2020 emergency conversion to remote teaching, followed by the commonly experienced year of hybrid teaching changed the way faculty structured their classrooms. These changes led to some rocky teaching seas for many, as faculty adjusted to the need to find new ways to interact with students and ensuring learning, even while physically separated. While many professors have touted the experience as a challenge that reenergized their teaching techniques through the incorporation of skills, assessments, and new ways of structuring material, and have vowed to continue these newfound ways, not everyone saw these changes as a move in the right direction, or as having any lasting power. As such, the full time return to the classroom sparks a debate—whether faculty will embrace a return to the old ways, a continuation of new ones, or creations of entirely new paths forward.
This presentation focuses specifically on the premise that the pandemic caused the transition of many faculty from being a traditional “sage on the stage” where they were the center of learning, to instead being a skills based “guide on the side” in the classroom, where they created different kinds of opportunities for student learning. The presentation will discuss these styles, their benefits and drawbacks, and engage participants in a discussion about their thoughts and concerns of teaching styles in this post-pandemic age.
Learning Outcomes:
Participants will be able to:
1. Describe the teaching styles known as “sage on the stage” and “guide on the side”
2. Describe why the COVID-19 crisis caused many educators to reassess their teaching styles.
3. Identify the benefits and drawbacks of teaching styles and changes relating to teaching due to the pandemic.
4. Evaluate their own teaching through the lens of potential changes in teaching styles to ensure they are effectively reaching their students.
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