Teaching Practice:
Classroom strategies
Wait time & silence
Active learning approaches
Block model pedagogy
During professional learning sessions with university educators, a familiar phrase keeps coming up: “We have to deliver the content.” It often surfaces when staff describe teaching a unit designed by someone else, especially when the slides, activities, resources and weekly sequence have already been prepared. For sessional educators and less experienced ongoing academics, it can…
The LMS as a Repository…or a Learning Environment Historically, the LMS often served as a storage space. The “real” teaching happened in the classroom, while the LMS acted as an administrative support system around it. That distinction is no longer as clear. Today, the LMS determines how students navigate units, access content, revisit concepts, prepare…
Teaching is often perceived and judged as a performance. We walk into a room, deliver content, facilitate discussion, respond in the moment, and manage the energy of the class. When it goes well, it feels engaging, dynamic, and successful. When it doesn’t, it can feel flat, disconnected, or difficult to recover from. In this framing,…
Click.Read.Submit.Repeat. For many students, this has become the dominant rhythm of university study. Log in to the LMS. Browse pages that seem more like relics from the late 90s than modern learning spaces. Scroll through text-heavy content. Download a PDF. Upload an assignment. Move on. A rhythm built for compliance, not for curiosity. A cycle…
Watch anyone engaged in genuine learning, whether it’s a child wobbling on their bike, a filmmaker wrestling with an edit, or a student drafting an essay, and one thing becomes clear: learning is messy. It’s tangled, unpredictable, and full of false starts. The progress of learning never moves in a straight line. Instead, it loops, dips,…