The tucollaborative"s Podcast

Discussion can be a powerful tool not just for sharing and hearing ideas but also for building understandings and systems of information. From using preparatory notes to having students plan the shape of a class conversation, this episode explores several ways that faculty can use discussion as a method for allowing our students to be co-creators of knowledge. Sources referenced in and consulted for this episode: Abate, Tom. “How to Use ‘Active Learning’ to Teaching Critical Thinking in the Lab.”

Too often class discussions follow a call-and-response format rather than producing true dialogue. From chalk talks (where students respond to the ideas they wrote on the board) to designated facilitators (where students practice the art of crafting a conversation), this episode offers eight practical ways to help turn discussions into conversations where students not only talk but also reflect, listen, and respond. (19 minutes) Sources referenced in and consulted for this episode: Brookfield,

Discussion can help students to hear multiple perspectives, but only when everyone--and not just a select few--are contributing to class conversations. From having students create heat maps to show the shape of class discussions to the highly controversial method of "progressive stacking," this episode offers five practical ways to help foster discussions where everyone's voice can be heard. Sources referenced in and consulted for this episode: Brookfield, Stephen D. and Stephen Preskill

This episode looks at how providing students with some agency in their assignment and assessment choices can produce more equitable and engaged learning. Katherine looks at some of the challenges and rewards of building flexibility into our assignments and also discusses the range of flexibility that can be built into a course--from allowing students some choice across shared assessments to partnering with students to shape the ways they will demonstrate learning outcomes and how such projects will

This episode focuses on one of the most relevant and critical aspects of play as it pertains to pedagogy: curiosity. Through three different frameworks for curiosity, this episode explores specific classroom applications—from naïve task activities to redesign opportunities—that can be used to promote and encourage our students to be curious in and out of the classroom. Sources referenced in and consulted for this episode: “How One Teaching Expert Activates Students’ Curiosity.” The Chronicle of

This episode continues exploring how the 5 Ps (planning, patronage, players, practice, and purpose) can help bridge the gap between group work and group play. The episode explores in-depth the last two Ps—the value of practice and the role of purpose—in designing and implementing group work. Sources referenced in and consulted for this episode: Ambrose, Susan A. et al. How Learning Works: 7 Research-Based Principles for Smart Teaching. Jossey-Bass, 2010. Bain, Ken. What the Best College Teachers

This episode explores the disconnect between people hating group work and people enjoying group play by proposing 5 Ps (planning, patronage, players, practice, and purpose) that faculty should to consider when transforming group work into meaningful play. The episode explores in-depth the first three Ps--planning, patronage, and players--and offers explicit ways that faculty can keep these elements in mind as they develop and assign group projects. Sources referenced in and consulted for this

This episode introduces the podcast series and presents the idea of "play" as a framework for pedagogy.  Concrete practices and methods presented in this episode include intentionality of language, transparency of design, playing alongside students, crafting more opportunities for student practice, and predictive activities. Sources referenced in and consulted for this episode: Ambrose, Susan A. et al. How Learning Works: 7 Research-Based Principles for Smart Teaching. 2010. Brown, Peter C. et