YouTube can broaden a teacher's audience to include the world! Here's an article that shows how five professors use YouTube to show off their unique styles of teaching. Choose one that interests you and watch the video, then post a comment telling what you liked and/or didn't like about the video and how you might adapt one of that professor's strategies to your own teaching. Here's the link to the article with the embedded videos: http://www.educationdive.com/news/5-professors-on-youtube-who-nailed-teaching/181504/
97 comments:
Walter Lewis' video captured my attention compared to the other videos instantly just because of his field compared to the others. Then, after watching his videos he really does a great job getting the students attention, as well as the viewers. Although this was just a highlight reel, I would definitely use some clips in my lessons if they were applicable. He does live experiments instead of just reading word problems and saying "this should happen." He shows them that it will happen given the math (or physics). Beforehand, he asks the students what they think will happen and why. This help gets the students thinking and involved in the lesson.
Teachers can definitely use videos to help reinforce lesson concepts. If possible, I will try to have 1-2 links per lesson that students can access at home about the topic covered in class to help them should they need it.
Walter Lewin keeps his students interested with his entertaining and interactive lessons. The video clip shows Walter doing real life demonstrations of different physic concepts. I like how he had students participating in the demonstrations because it gets the students involved in the lesson. Walter also applies the physic formulas and lessons to real world situations which always helps students remember better. I did not take physics in college because it is not something I am interested in but after watching the clip of Walter Lewin I might have taken a class if the physic teachers at my university were like him.
As a future elementary school teacher, I definitely want to incorporate hands on and real life examples and demonstrations into my lessons. Using sing along songs, experiments, video clips, etc I will be able to keep my students interested and excited about learning.
The video that I chose to watch was the one with Walter Lewin. This video was not very long, and I wish that it was longer. What I absolutely loved about the video was that he used a hands-on way of learning in the classroom. There seemed to have a lot of visuals and experiments and everything looks so interesting and fun. I would have liked to see some more critical thinking ways in the video. It would have been interesting to see how he used his visual techniques mixed with traditional learning techniques. If the video was longer, I would have liked to see not just clips of the visual learning aspects but full length clips of what he actually did in the classroom. From what I saw, I would definitely use all of these techniques in my own teaching strategies. All of the students were owing and making voices that made you think that there were completing intrigued and focused on what he was showing them. It grabbed the students attention and made them want to learn more. That is something that at times is hard to grasp in a classroom and Walter Lewin has done a great job.
I chose to watch the video on Professor Walter Lewin of MIT. He teaches physics, a subject which I personally do not enjoy. After watching the way he teaches though, I found myself immediately interested and entertained by his demonstrations. His methods may seem a little outside the box or not comparable to the typical lecture you might sit in on, but he definitely had a unique way to reaching his students and making it fun. I think that is one of the most important aspects of teaching, for students of all ages. Making the material relatable, especially with a class that has content in the area of physics, will allow the students to make connections to what they are learning. I am a strong believer in “learning by doing” and I think students can benefit from a teacher like Walter. He partakes in elaborate demonstrations and includes the students as volunteers in them as well. His room is set up with numerous props to show his class an example, or physical demonstration of the concepts he is teaching.
I think I can take a few things away from this video and use them in my own teaching practices. I will be teaching younger children but I feel the use of actual props and physical materials to complete demonstrations in front of the class is useful in helping students make connections. I think the hands on approach to learning is crucial for young children and they need the stimulation and movement around the room to maintain their level of interest and motivation.
Walter Lewin although the shortest video of the five presented had the most action. HE brought his subject to life in his lectures. By going to extremes to demonstrate physics properties such as simple harmonic motion, he creates memorable experiences that his students will remember and take with them for the rest of there lives. One of the biggest problems I faced as a student and I suspect will face as a teacher was student retention of all the knowledge that was being presented in the long term. By creating these stunts and memories he helps his students attach a strong memory to the class and helps them remember the next day and next month. And I think it goes without saying that being in professor Lewin’s class would be fun and keep you engaged and learning at all times.
Walter Lewis' video was an overview of his teaching style. It could encourage students to take his class. The others are interesting and informative and are likely used as an alternative for students who cannot attend class. These videos are great study tools for students and I wish my professors in undergrad would have utilized youtube. These are public videos so anyone who's interested in the subject can watch them.
As a future teacher, I do not know if I personally would use youtube to post classes lectures. I would however use it to post other videos that my students should watch. Although it is not for me, this could be an effective tool for educators.
Walter Lewis' video was an overview of his teaching style. It could encourage students to take his class. The others are interesting and informative and are likely used as an alternative for students who cannot attend class. These videos are great study tools for students and I wish my professors in undergrad would have utilized youtube. These are public videos so anyone who's interested in the subject can watch them. As a future teacher, I do not know if I personally would use youtube to post classes lectures. I would however use it to post other videos that my students should watch. Although it is not for me, this could be an effective tool for educators
-Patrick H.
Michael Sandel’s moral philosophy lesson exploring human rights and equality is directed at students in a large lecture hall. The topic is a difficult one, and many of the students’ responses to his questions evoke a worthwhile forum for discussion and debate. Sandel has been teaching for many years, he knows his subject well, and is able to provide counterpoints to each student’s argument. Sandel uses non-fictional resources as a platform for discussion, while using humor and a sense of irony to drive home his point.
Although the subject matter he addressed may be limited to a certain kind of audience, the overarching lessons of the rightness and wrongness of human acts can be applied to any age group. Character education, peer relationships, moral education through storytelling, classroom management, and other lessons can be taught using the principles of moral philosophy Sandel demonstrated.
His interactivity with the students, engaging sense of humor, and his ability to take all vantage points into consideration are all important qualities I hope to incorporate in my classroom.
-Peter L.
The video that I picked to watch was Walter Lewis' video. Although this video was only a couple of minutes long, it gave the viewer a great insight into how he teaches. Mr. Lewis' takes a hands on approach with many of his lessons and it seems to keep his students very alert and attentive. As a student myself, I would love to be in one of his classes because he is not like the many teachers who just sit in front of the classroom and relay endless facts to their students. That being said, I also think many can learn from his videos. His videos are easy to watch and keep the viewer very interested in what he is teaching. As a future teacher I hope that I can find ways to keep my students involved and interested like Walter Lewis had his students, and also his viewers of his videos.
-Nick Gilbert
While watching the five lectures I noticed some similarities in the way each professor delivered his lecture. The professors all used humor in some manner, whether it was dry or comedic, to engage the students. They were all very expressive when discussing the lecture topics and I couldn’t help but be engrossed in what they were saying even if the topic didn’t interest me. Each professor was knowledgeable about his subject, confident in the words and ways in which he expressed his knowledge, and was relatable to each student through the examples or stories he told or his style of lecture. However, the two professors I found most engaging were Walter Lewin and Michael Sandel. Walter Lewin is a successful teacher because he makes learning fun and interactive through the use of humor and real life, physical examples of the material and processes he tries to teach the students. He is unafraid of looking foolish or doing something wrong so long as he gets his material and message across to his students. On the other hand, Michael Sandel is a successful professor because he truly makes his students think at a deeper level by showing them all sides to a situation and playing devil’s advocate. He does not tell students that their opinions or beliefs are wrong, he simply asks them to reason why they feel that way. He also lightens up his lectures which seem to be about serious topics with humor, when appropriate.
Walter Lewin’s video captured my attention compared to the other videos. Even though the clip showed only a few moments from his teaching, I could tell that he is a great educator and he is passionate about physics. I love that he carries out the experiments right there in front of the students. I think this type of lecture makes the lesson more engaging and memorable. In my senior year of high school I took physics and I did not enjoy it. If I had a teacher that would carry out demonstrations like Walter Lewin, I would have enjoyed the class much more. After watching this video, I want to use demonstrations in front of my class. In my future social studies classroom, I will act out battles and speeches from history for my students. Additionally, I will use examples of artifacts to make my lessons more engaging just like Walter Lewin.
-Mariya L.
I agree with Justin’s comment. Walter Lewin does a great job of getting his students attention in the class. I think it would be a great idea to use some of the clips from Walter Lewin’s lectures in a lesson. Moreover, it is more effective to carry out the experiment in front of the class, instead of having the students read about the experiment.
-Mariya L.
I agree with Rebecca’s comment. It is important for a teacher to be knowledgeable and confident in the subject area they teach, able to somehow reach all students in the classroom. Also, helping students to see all sides of an issue allows them to develop a well-rounded vantage point so that when they are directed to develop a stance or viewpoint during a lesson, they can be more informed when expressing their own opinion.
Engaging storytelling can be a great way to grab the students’ attention. It's a great feeling when the whole class is on board with a lesson.
-Peter L.
I chose Michael Malone's storytelling video. As a secondary social studies teacher, I think it is very difficult to capture the student's attention. Students, especially high school students, love a good gossip story and they will be able to repeat a story they heard only once. If I am able to master the art of story telling in my lessons, I feel that the students will be able to understand that history is not all about dates but it is about the stories of real people. Michael Malone said that you have to make your audience feel for the characters, and I would love to integrate this strategy into my social studies lessons, I think overall it would be incredibly effective, and actually fun!
"Wait a second.. I don't really understand.. Can you explain that again?"
All educators have heard a similar question from one of their students. As educators we try to explain things in a manner that is digestible for each student mind. Despite the most carefully crafted lessons and deliberately chosen words, there are times when a student simply is not grasping what is being taught. To simply repeat verbatim will more than likely be just as unsuccessful as the first attempt. Instead, in situations like this, the educator must present the information again in an alternative way. This is the fundamental problem behind mass media education. It removes the human to human interaction. If a student does not comprehend the video, they can not ask a question or request clarification. From the snippets shown, Walter Lewin's theatrical approach seems extremely interesting and fun to watch. I have little doubt his full lessons are engaging and effective. Nevertheless, online (prerecorded) presentations could never be exclusively relied upon. They are an excellent supplement for teachers to incorporate, but the one-way flow of information and the lack of hands-on interactivity make it too limiting for some learners. If used correctly and in moderation, however, videos such as these can be an invaluable part of a teacher's arsenal.
-Jesse G.-
Walter Lewis, although it is just an overview to his teaching style, in the short few minutes you can see what a great teacher he is. It was attention grabbing just as a viewer, now imagine being the student. All the previous comments that watched Walter Lewis have a similarity, we are all in agreement that it is the real life demonstrations and experiments that are really captivating and make a difference. I like that he still involves his students in the experiments by allowing them to make their own predictions of what will happen and why they think this based on what they know. Science was never my strongest subject and I was a little intimated at the thought of having to teach science at the elementary level. However, I have learned through classes and this video just further justifies that hands on activities are extremely effective, especially with science, but can be used in other subject areas as well.
I agree with Justin Maravegias ,that teachers can use videos to reinforce lesson concepts. These could help students with homework assignments, projects or just with simple studying and review.
Walter Lewin had my attention the second I played his video. I am a student who has a very hard time paying attention in classrooms, and I have always done better when I had a teacher with a loud voice, passion for teaching, and a command of the classroom. If the teacher is very low energy, I lose all hope within the first five minutes.
I could not stop laughing when I saw Mr. Lewin swinging across his classroom. If I heard about a lecture like that I might be tempted to take a class just to witness his antics. I am sure that whatever lesson he was teaching using the swinging ball will not be forgotten by his students anytime soon. I think it is so important to make lessons memorable to students. In high school, students go to 8 or 9 classes a day, and by the end of the day, all the information is just sitting in their head, and it rarely is remembered past the test. If we make lessons impossible to forget, we are doing the students a huge favor. I think Walter Lewis has done just that.
Walter Lewis’s high energy and loud voice had my attention right away. It is important, as educators, to grab the students attention and have them engaged from the start of the lesson. I think it is so important to make lessons memorable to students so they can take that content with them into adulthood. A lot of the time, students are remembering “for the test” and then it is forgotten, I know I am guilty of that. What I remember from school is what the teachers made memorable, not what I read in a textbook. I think Walter Lewis captures students attention and makes it memorable for them.
Shelly Kagan: Yale University
Kagan has a very unique style of teaching, where he remains seated throughout his lecture, prompting more of a conversational and relaxed attitude. He sat Indian style on the desk for nearly the entire video. I found Kagan’s lecture to be thought provoking and conversational. He gave brief explanations, asked many rhetorical questions, and explored all options. He often related back to real-life situations, which I thought was more engaging then his direct instruction technique. On the positive side, I liked his casual and relaxed persona and his ability to incorporate real-life situations while encouraging philosophical thinking.
I found more negatives than positives in this video. This YouTube clip was 50 minutes long and I did not last anywhere near finishing it, nor had any interest in the topic. I believe YouTube has advantages and disadvantages, but I think it takes a certain type of learner to sit there and actively listen. I was losing focus on what Kagan was describing. I found myself fast-forwarding to see if he ever stood up and/or interacted with his audience. I felt it was dry and unresponsive; I’m not sure if it was lack of interest in the content area or his unique teaching style.
The video I decided to watch was Shally Kagan's video titled "death." This video caught my attention because of the title and the subject matter. When I first began to watch the video I did not like completely that it appeared to be only lecture something I would never want to do in a classroom because I believe it bores students. This video is a college class so lecturing is expected. Although I did not like that it seemed to be all lecture I did like that Kagan was sitting on top of the desk, I think this makes students feel a little more comfortable around their teacher. What I liked most about the video was the way that Kagan influenced the changing of my thinking. The video encouraged me to look at both life and death in a different manner, for instance as Kagan stated to look at life as if we are lucky to have lived it at all and to look at death as a way to judge the quality and quantity of things achieved in life. Kagan also read a poem that tied into the topic he was discussing. This was a method I really liked, it is great to talk about a topic and bring literature in to further discuss the different meanings and thoughts of this topic. One thing I would take from Kagan is influencing the students that I teach to think in a different manner about certain topics, to really get my students to think outside the box when completing tasks, assignments, and in life itself.
I watched Walter Lewis' video. He seems like a great professor, always keeping his students engaged. When he talks, he uses a tone of voice that is full of energy and you can tell he is truly excited by the subject matter that he is teaching. I like that he gets involved in the demonstrations in class. The students will get a lot more out of watching him on a pendulum then watching a ball on a string. These fun, interesting demonstrations will definitely stay with the students. In my own teaching, I will make sure to engage my students the best that I can.
The lesson that I personally liked was Walter Lewins. He was very engaging and allowed the students to get involved and participate. Allowing students to be actively involved in a lesson allows them to understand more clearly and to show more of an interest in the lesson all together. He allows applies his lesson to real world activities which allows children to be more interested in the topic as well. As a teacher, I feel using real world examples and doing hands on activities is a great way to show students engagement and excited to learn. I will definitely use this method and incorporate it into my classroom.
The article “5 professors on YouTube who nailed teaching online”, reminds teachers that there are alternative methods to teaching. This is extremely effective for students, because now they are able to view a lecture in a video form, rather than sitting in a classroom. Because the lecture is online, other teachers can watch this and use some ideas in their own classroom. These videos are for the world to see, so it is not limited to a classroom setting. Walter Lexin’s video was particularly interesting, because he made the class fun, which will draw viewers. He swings like a pendulum, and the class finds this funny and interesting; but the best part about it is they’re learning.
Walter Lewin a MIT Physics Professor video caught my attention. The video showed demonstrations on different types of physic lessons. These lessons were both engaging and entertaining. This is a nice option for students to use since some students may not like physics but need to take the class. I think since Lewin’s videos were short and had the students involved it could really enhance the students learning on the subject matter. I as a future teacher would definitely incorporate clips from you tube weather to introduce or just familiarize the students on a specific topic. I think any technology that can be use on a lesson will help a student immensely.
I watched Walter Lewin’s video and found it very engaging. All of the short clips that were shown in the video really express how interactive he is with his students. When a teacher gets students to volunteer for experiments or the teacher physically does them his or herself, it is much more likeable than just reading form a textbook. I think many students would rather act out the lesson that is being discussed rather than listening about it. I would like to use this kinesthetic technique in my own classroom.
I watched the video by Robert Sapolsky from Stanford University while he lectured on depression in our world. I feel that understanding depression, both the biological and physiological aspects of the disease, will help teachers understand our students on a clearer level. Unfortunately, many students we face in our teaching careers are going to suffer from depression, it is our job as educators to understand how to deal with the disease within the classroom setting. He also explained the different medications that are used for depression, another topic that teachers need to know. If a child is on a certain medication for depression it can have many different side effects. If the teacher sees the side effect they can get that child the medical attention needed. Developing the best understanding will enable us to help that individual child succeed in educational settings. Sapolsky spoke very intelligently on the subject matter. You could tell that he knew exactly what he was lecturing, however I wasn’t thrilled with his deliverance of the lesson. I found he was monotone and did not add any mannerisms or enthusiasm to keep his students/audience engaged. He was constantly just pacing back and forth, where he could have been using more audience participation as well as walk among his viewers. The lecture was interesting, however the delivery was done poorly.
I watched Walter Lewin's video and was intrigued by his enthusiasm. He is very hands on and uses a lot of movement which can be very motivating to watch. Even though I was not in the classroom, the visuals, the movement, and his energy made me feel like I was. If I used this type of video in my classroom I am sure the students would be very engaged. Science can be a difficult topic but if is taught through technology with this type of video, it can grab students interest and attention. The visuals help not only with grabbing attention but also with vocabulary. His movement during the experiments can make it easier for students to understand instead of just reading out of a textbook.
There are alternative teaching methods other than the standard 'teacher standing in front of the classroom'. The physics videos I watched were very engaging and and interesting considering the lessons are online. It is great to see a teacher engaging their students which makes it easier to learn and catch/hold their attention. Science can be very boring so it is extremely important to grab students attention, as Walter did. I would definitely consider a short clip in my classroom to show a new topic or review a lesson to make sure the students are understanding what is happening. There are not many interesting and captivating mathematics videos out there but I am sure there are some ways to make my lessons much more interesting using youtube videos.
While watching Michael Malone's interview at Duke University, he touched on two points that really stood out as important and actually pertained to my future career as a high school English teacher. The first point that he made involved what it takes to make a fantastic piece of fiction. He goes on to explain that it is important to leave the reader wanting to know what is going to happen to the characters next so that they keep pressing forward through the book. The more I thought about this, the more it became clear that this was definitely true. Thinking back to any work of fiction I enjoyed leads me to the same conclusion. I was always curious to find out what was going to happen to my favorite characters next. This leads directly into Michael Malone's next point when he discusses the topic of empathy within storytelling. He explains that it is important to put people in the character's shoes so that they can truly understand what the character might be going through. This is definitely a strategy I will be using in my English classes. By helping the students to understand what the characters are going through, they will have a better overall experience and appreciation for the literature. One way that I plan to implement this within my classroom is through some role playing exercises in which either I or the students will act out some key moments in the stories we read. This is definitely a strategy that I am looking forward to using because not only will it help the students, but I think it will also provide them with the opportunity to have a little fun with literature.
While watching the video of Duke University's Michael Malone, it is clear that Malone has a passion for his students as well as his writing.It was interesting to hear him share his experiences as head writer for the soap opera One life to Live and how his real life experience provided him with the various storylines depicted in the drama. Malone connected the need to 'write genuinely', keeping language natural and using real life for inspiration. Equally interesting, was his discussion of the style of serial storytellers such as Charles Dickens and how their work has influenced the formatting of serial TV shows. The most engaging part of the interview was when Malone spoke about 'service learning'- involving the community in the active learning of his students by having them collaborate on a theater production with children from the local community. The strategy of bringing the school and the community together to collaborate on a genuine learning experience is an exciting strategy that I would like to incorporate into my classroom if possible.
Walter Lewins video was easily the most capturing and intriguing teaching style of all of the videos. I have never done well when it comes to math and science, but had a teacher ever done a physically active demonstration, I always remembered the lesson. Lewis obviously puts forth a lot of effort into his lessons which makes it hard for a student to turn away. When a teacher is putting in that much effort to help you learn, the appreciation is reciprocated.
Aside from Lewins dedication, the actual demonstrations look like a lot of fun to watch as well as perform. A student is more likely to remember these outlandish lessons than just be reading a chapter in a textbook.
Michael Sandel also had a great approach in engaging his audience in his lecture by asking them to imagine themselves in a certain situation.
I watched Michael Sandel's lecture called Justice: What's the Right Thing to Do? He's a professor at Harvard University and has an interesting way of teaching.
He catches your attention right away by asking a question to his audience aka the students. Not only does he ask a question but asks their opinion on the question. This is how he opens his lesson. This is an idea I would definitely use as a teacher in an English classroom. It gets your students attention right away. They're wondering why you're asking this question of them and at the same time, they're getting asked their opinion, which students always enjoy.
He continues to build on his ideas and this first question that he asked throughout his entire lesson. He never loses focus of that main question that he asked in the beginning of the lesson. By being able to bring your lesson back to something like a main question, your students can see connections more clearly.
I watched a few of Walter Lewins videos. His videos not only taught you something but were interesting. He made it entertaining and fun. Science was my worst subject in high school and if any of my teachers did something like this I would have understand a lot more, because he explained it by showing. I am a visual learner and this would have reinforced the lesson for me. I will use this form of teaching in my classroom because everyone learns differently and some may learn with lecture, others may learn by acting out.
I chose to watch Walter Lewin's video, he had me captivated from his screen shot. In a subject like physics, which so many people dread, he held his students' attention and showed the fun in the science. His hands on approach and entertainment with learning can be used by all age groups; he showed you do not have to be in elementary school to be hands on. As someone who is not a fan of physics, even I would enjoy attending his classes.
I watched the Walter Lewis YouTube video and I thought it was the most creative. He makes his class fun and enjoyable. I saw that the students were actually paying attention to what was going on in his class. It looked like was a physics teacher and to start off that subject can be a little difficult for most students. He makes it fun and makes them want to learn. He uses demonstrations and interactive projects to make the students understand the meaning behind each experiment. Just like some of the students said I wish the video was longer and showed what else he did in front of the class! I would of loved being his student and to see what other experiments he did for them to understand physics more.
I watched the video about Walter Lewin and immediately was engaged into this brief preview of his teaching. I can see right away how engaging he is and how he creates class both exciting and interesting for his students. Science can be a difficult subject for some students to get into or understand. He seems to be able to break things down in his physics class. He does this both verbally, visually, and kinesthetically by doing. The students are listening to him while he captures their attention by visually showing and doing an experiment for them. There were many things Walter Lewin did that I would use in my classroom, such as asking strategically placed questions that made the students think and get involved. I enjoyed watching his video and I am sure his students enjoy his talented teaching abilities.
In Walter Lewis's video he teaches a physic class while also keeping the students engaged. What is normally to students a very boring/hard topic to talk about he changes it into interesting and entertaining. Many students are visual learners like myself and captures the student's attention right away. I also find science to be a rather grueling and hard subject to learn and grasp and Walter has a different approach to gain my interest and not be so afraid of the "physics" topic. By asking engaging questions students are now thinking at a higher level and are not just having a teacher talk to them without having to put their knowledge to the test.
Wow, I really liked Walters video. He clearly loves what he does in that he is so enthusiastic. He grabbed my attention immediately by having all the props to teach his lesson, and how he really interacted and showed his students what physics was all about and how you should really trust it. The pendulum was a great idea because not only is he talking about the lesson, but he's actually doing it. I like how he did this, I would definitely do this for my class. I probably wouldn't be as drastic as he was but I will definitely get up there and act things out so that my students will have a better understanding. Plus it will keep there attention .
Watching Walter Lewins lecture and not being interested in physics, already had be involoved in the lecture and wanting to learn more. His demonstrations in his class really make the class more enjoyable but also at the same time, understandable. Physics is not an easy subject to understand, but the way he taught this lecture makes the students want to learn more. The students are laughing and enjoying his lecture. The pendulum concept was a great way for the students in the lecture to understand and have the whole lecture hall engaged in his equation! For something as hard as physics to understand, I would defintely make a lesson plan like this one!
I watched Michael Sandel's video about Justice. He engages his students right from the start by giving them a scenario and asking them what they thought was the moral thing to do. He takes a poll and asks the students in the lecture hall to justify their answers. He continues by expanding the conversation to different scenarios to get his point across. He further lets them know that they will have to read various books throughout the semester and debate the issues involved, just as he did in the beginning of the lecture. I liked how he engages his students and forces them to use critical thinking skills. He challenges them and motivates them to use their own reasoning and beliefs to draw conclusions in the classroom. Sandel also incorporated humor into the lesson to lighten the mood as morality and murder are heavy topics. In the classroom, I think it is a great idea to encourage students to critically think and justify their answers. I also think that humor helps to keep them engaged and prevents them from zoning out on a lesson that may otherwise be tough to get through. I will try to incorporate these skills into my classroom as well. It will be tougher though, since I will be teaching math and cannot incorporate debates into my classroom as easily as other subjects.
-Lauren G.
Michael Sandel's video "Justice" was absolutely captivating from the first minute. Through the use of scenarios, he has his students thinking about their own moral conscience and what is a justifiable act in troubling circumstances. Just when the students thought the scenario was done and they arrived to their personal answers, Sandel modifies it, which leads to the students further questioning themselves. His lecture was mixed with humor but he used the humor to lighten the atmosphere and further force his students to critically think about topics of murder and their morality.
I liked how Sandel used a discussion and debate approach to have his student evolve with each scenario. The students feel safe to express their opinions and were willing to argue particular points. Sandel's approach to his classroom is incredible and captivating. I definitely would like to create an environment where my students feel safe to express their opinions and I would like to further their thinking through scenarios and questioning. It may be difficult to do so in other subject areas but a little bit can definitely go a long way.
Christie M.
After watching a few videos on Walter Lewin, I have found his methods of teaching to be both interesting and unique. I admire the way he gets his students actively involved in his lessons and how he applies what he teaches in his lessons to concepts of the real world. Science and math were always the two subjects that I struggled with in both high school and college. Although I had an excellent professor when I took college physics, I feel that Walter Lewin's way of teaching might have helped me learn physics a bit easier because of his hands on teaching methods.
In response to Christie's comment, I agree that Sandel's "Justice" grabbed my attention right away. I also liked how he was able to not only have students engage in his lessons by applying their own personal morals, but have them expand, and re-evaluate their thoughts. He challenges his through debates, and adding different scenarios so that his students can see things from different points of views. I feel that this is important because it teaches students to be open minded.
Robert Sapolsky's lecture discussing depression in the United States was very informative. Although he is a very soft spoken guy, he was throwing out interesting facts and situations from the beginning which set the stage for the rest of the lecture. I liked how he posed the two questions his lecture will cover, as well as all that he will be talking about. Then. he jumps right into the lecture. Sapolsky does not use any kind video clips, PowerPoints, handouts, etc. He writes on the whiteboard here and there. But he keeps the class interested by detailing the stages of depression, the types of depression, facts about each type and typically who is affected by it, and so on and so forth. He uses stories and brief anecdotes to follow up, which keep the students engaged and, at several times throughout, laughing. I thought it was a well thought out presentation of depression and its evolution of understanding what it is exactly.
As a future teacher to elementary school students, I do want to incorporate different things to keep the students interested. Their attention spans are not like the higher education students and adults in the room listening to Sapolsky talk. All of the video links range from 40-60 or so minutes and there needs to be more than just talking to keep young kids engaged. I definitely will utilize reinforcers to make sure that my students are understanding the lesson. Although Sapolsky seemed to have most of the rooms attention, I would also certainly include visual representations of what I am saying because there are all types of learners in the classroom. Video clips, props, maybe even songs, going into groups to talk about a specific part of the lesson, some type of project developing from the lesson, or an interactive conversation between students and teachers.
Katie Risolo
I chose to watch Professor Sapolsky's video on depression. I choose that video, because regardless of what we assume, most of us have experienced depression at one time or another. I liked how he could relate to the class in the beginning and broke down depression and how it manifests itself. The video itself was fine, but I think the videographer should have just kept the camera still.
He also gave a really well executed history of the pros and cons of his argument and presented his case very well, to the point where you almost can argue with him because its very logical and researched.
In terms of "strategies" it would seem that this was just a lecture that was videotaped. Adapting that to a class seems simple, however a little more in depth look would be really just to engage the students while you are giving a lecture. Jokes were common during the professors lecture, and presenting both sides grabbed your attention. All of these can be used to present an effective topic.
I really liked Walter Lewin’s video because it was engaging and grabbed my attention immediately. He does real experiments in his video and I think that is an excellent way to make your audience excited about learning. He kept asking his students to think of “why questions”. He wanted to show them how he determined certain answers . He always linked his lesson to real world situations and I think that is a good way to help students remember information better. I believe that teachers should reference videos in their lessons to reinforce lesson topics. If a student is having trouble understanding what you are saying, having a video explain it in a slightly different way might help them comprehend it better.
The video i chose to watch was by Robert Sapolsky, a lecture on depression. I really enjoyed his lecture. I thought he was easy to follow and did a good job of breaking down the causes, types,symptoms and treatments of depression.According to Mr. Sapolsky, depression is the fourth cause of disability after obesity. its a worldwide epidemic and touches most of our lives in one way or another.I thought the way Mr. Sapolsky categorized the three types of depression to Everyday depression, an awful occurance that happened and major depression was interesting and helpful in terms of the different symptoms for each. He believes that depression is a genetic disorder with two components:biology and psychology.One of the major causes he states is stress. Based on all these different factors, the course of treatment will vary for each person.Mr. Sapolsky conducted his class completely lecture style, but neverthless very interesting and informative.
The video that I chose to watch was the one that grabbed my attention the most. This video was the one which included Professor Walter Lewin. The way this professor chooses to teach is one in which would intrigue anyone. While I never had the experience of taking physics, I have heard that it can be an extremely grueling subject. Based on the teaching ways and skills Professor Lewin uses, there is no way one could not be fully intrigued. This professor is extremely entertaining and appealing and his lectures seem to be outside of the “norm”. When teaching, you can know everything there is to know about a particular topic, but if you are not able to strike the interest and engage your learners, what you are trying to teach will not be easy to fully absorb or pay attention to. Including students in the actual lesson is an extremely effective way to engage all learners. Not only will it make them participate, but it will also help them remember the lesson being taught or the topic being discussed. As well as using the technique of “learning by doing”, this professor also uses materials found around his classroom to help teach and demonstrate particular aspects of the lesson. This video is one that has just helped reiterate how important it is to make sure your learners are engaged as much as possible. Using Professor Lewin’s approach to teaching is one that I will always keep in the back of my mind when I start my journey as a teacher.
In response to Lauren G.’s comment, I also believe that adding humor as well as your own personality into a lesson is extremely important when trying to keep students engaged in the lesson being taught. If students do not find you relatable or approachable, getting them to want to learn and understand the words coming out of your mouth when teaching will be extremely difficult. Once you have developed a certain relationship with your students, the rest should come easy. From my own experience, I have found that the more I like a professor or teacher, the more likely I am to pay attention and want to do well in their class.
The video I chose to watch was Water Lewin who is a physics professor at MIT. Walter Lewin’s teaching style can be described as engaging and exciting. When he teaches he does experiments that grab your attention and he explains them very well. By doing the experiment and being the subject he allows his students to visually see what he is teaching instead of just lecturing on a topic. Walter Lewin’s hands on approach meets the needs of every student especially the ones who get easily distracted. His hands on approach can be used at all grade levels. To adapt his strategy to my own teaching in an early childhood setting I will definitely have engaging lessons where students are actively participating. I can have my students do science experiments, act out plays, play games, and more. In my own teaching experience I have learned that students of all ages learn best when being actively involved and will incorporate this teaching style when I have my own classroom.
I truly enjoyed watching Walter Lewis' video. His passion for the subject is evident. I truly believe that excitement is contagious, and I think that Walter Lewis achieved just that in his lesson. When a teacher is full of energy, the students feel more inclined to be energetic about the subject at hand as well. When he talks, he uses a tone of voice that is full of energy and it is obvious that he is truly excited about physics. What I appreciate most about Walter Lewis' lesson is how engaged his students are. I like that he gets the students involved in the demonstrations in class. There is no doubt that the students will get a lot more out of watching him on a pendulum then watching a ball on a string. I believe in making learning fun, as Lewis has done. Who says learning has to be boring? Like Lewis, I will take concepts that are traditionally labeled as "boring" and adapt them to fun and entertaining lessons that will be hard for the students to forget. I may not be swinging from a pendulum anytime soon, but I am certainly capable of thinking outside the box as Lewis has done in order to enhance the learning experience.
I chose to watch Michael Sandel's lecture entitled "Justice," which was captivating from the very first minute. Despite the material being very heavy and the questions being shockingly deep, Sandel was able to create a comfortable and positive environment in his lecture hall. Sandel incorporated a few moments of humor to try to lighten up each of his scenarios, while never once backing away from the severity of the moral questions at hand. I am someone who does use humor in serious situations, which is important to lighten the mood and keep your students engaged, like Lauren mentioned. It is important to stay on task while using humor though, as she pointed out that Sandel still was able to push his students to think critically about these questions, no matter how far-fetched. I also liked how he challenged those who answered to justify themselves, and even played around with the scenarios to see if their values and judgments would hold up in varying situations.
I also agree with Christie, in that creating a space where your students feel safe to share their opinions is vital, and especially in a discussion like this one. These issues are divisive, yet Sandel's students had no issue standing in front of their classmates and voicing their opinions time after time. I hope this will be something I can explore in a future classroom, as my future as a biology teacher does have potential for some moral debates to arise.
Watching these videos was an amazing experience! I especially loved the one from Robert Sapolsky at Stanford. I think his teaching style was filled with interesting facts, understandable language, and some comedy relief. He lectured about the topic of depression and it was a very serious topic, but he kept it upbeat. He was clear about the causes, symptoms, and biological connections to the illness. He offered the audience his expertise and the classroom experience. He revealed several teaching methods and techniques. He used a white board and drew examples for understanding. The video gave me new knowledge and I think it is a great idea to teach and post videos. Videos from teachers at Yale and Stanford are giving viewers the experience of students who attend those prestige universities. It is fantastic, and teachers should be able to share their knowledge with the world. I also can appreciate the Q and A interview video with the writer Michael Malone. I read that some countries do not have access to these videos and I think that is awful. Fortunately, I do and plan to watch videos like these in the future and get ideas for how to use certain teaching strategies. I could also use something like this in my future classroom.
-Gina A.
I watched Robert Sapolsky's on Depression. After watching the video, I found his lecture to be very informative. I thought the topic was interesting, and I believe that everyone should learn about the history of depression since there are many people in the world that is suffering from depression.
In terms of how the video was presented, I liked how the camera was on an angle and was following the professor throughout the entire video. I felt like I was in the classroom instead of watching a video off my computer. I also liked how the camera faces the audience at different moments of the lecture, it made me see and connect with their expressions and comments. He used two different whiteboards throughout the video, and I liked how he went back and forth to each whiteboard. It helped me focus on what he was saying. However, due to the angle of the video, I had a little difficulty seeing one of the whiteboards. The use of the camera was good in its own way. The only comment I could make about the professor's lecture is his lack of enthusiasm and spark in his speaking. I know that talking about depression is serious. However, if I had to do a lecture on any topic, serious or not, I would make sure that I bring the enthusiasm so that I can have my students' hooked on what I was teaching.
The video that I chose to watch was Michael Sandel's video entailed Justice as is the course that he teaches at Harvard University. The course revolves around the philosophy of moral dilemmas as these two sessions were putting a price on human life and murder. I was drawn to this video because the title intrigued me. Right from the minute that he walked on the stage and started speaking I was captivated by the way he presented himself and the material that he was going to be teaching and lecturing on.
I agree with Lauren on "how he engages his students and forces them to use critical thinking skills. He challenges them and motivates them to use their own reasoning and beliefs to draw conclusions in the classroom."
I also agree with Christie when she said "Just when the students thought the scenario was done and they arrived to their personal answers, Sandel modifies the questions, leading the students further questioning themselves.
Sandel's whole approach was one that was not only engaging and well prepared but also it showed how comfortable he is in teaching.
Robert Sapolsky's video on depression was very interesting to me. The video is of Saplosky lecturing the class about depression and the different aspects that go into depression. Even though the video was of him just lecturing the class he did a great job speaking slowly and clearly to the class. He gave different types of real world examples that people could relate to and he broke it down so everyone could understand. I was able to follow along and even take notes from this video. He explained everything thoroughly. I don't think I would use this style of teaching everyday though because just lecturing a class of students could be tedious and repetitive. I would use videos in my classroom to help explain Social Studies material more thoroughly but I wouldn't use a video like this necessarily because I feel the students might get a little bored of just listening to another teacher lecturing them.
After viewing Robert Sapolsky's lecture on depression, I'd have to commemorate his use of white boards to help his students better understand the topic. His use of vivid words and imagery also held my attention. I enjoyed the camera work as well, it was as if I was a student in his class as well. Also having the camera pan over for you to see student's faces and reactions aided to that "in the room" feeling. I would say though that someone with Sapolsky's expansive knowledge could be more enthusiastic in his lecture but he seemed to still have all of his student's attention. I believe posting lectures and classes online is a great way for student's to learn at home and for teacher's to see other's in their own classroom and setting.
-Michael O'Keeffe
Danielle Collins says...
I enjoyed Michael Sandel fom Harvard videos because it taught kids morals. How to handle situations correctly, no matter what situation you are put in. I think children are forgetting about morals and tend to follow the crowd. And the consequences of following the crowd, or getting in trouble.Children forget there are consequences to actions. He seemed like he was going to be very serious, but he played humor into the video very well. teaching kids to think differently, to justify their thinking and reasoning i found very interesting and important.
The Video I chose was:
4. SHELLY KAGAN
Yale University
Shelly Kagan specializes in moral philosophy and some of his most popular YouTube videos are lectures from a course titled simply "Death." His book of the same name was adapted into an essay that explored the question "Why is death bad?" Other lectures in the class cover the topics of suicide and the fear of death.
I like how he sits very casually on his desk, like he is on the same level as his students. I like how he recaps from what they had discussed from the previous class, so they can pickup where they left off. I think I would adapt his strategy by getting the class more involved. I realize that he is lecturing to college students, but as a future elementary school teacher I would need to adapt to my students. I would need to make this lecture much shorter, include visuals, group work and videos. I like that he did not sit down the whole time, he drew pictures on the board. I also appreciated his energy, it was a long lecture but he kept me interested. Plus the topic was intriguing. The only negative was that it was almost an hour long of him just talking, which is a long time to keep anyone's attention.
Personally, I enjoyed viewing the different methods of each of these video clips, however, Robert Sapolsky’s lecture at Stanford University intrigued me. It was a rather interesting lecture that was quite informative and described various forms of depression, and how people fail to look at this as a serious condition. Robert also goes on to link depression with psychology and biology, using visuals such as a white board to make his audience understand clearer. Sapolsky had a sense of humor to grab attention from his audience, which is something I completely want to incorporate in my future classroom. He mentioned personal experiences and found a way to break everything down in a simplistic matter. It is simply amazing how these videos provide so much information and are so accessible to future and present day educators, making it easy to look back to as references. Depression is a serious illness, and I appreciate Robert’s method of speaking to his audience and explaining that everything is connected to each other. It was evident that he was extremely knowledgeable about his lecture and provided everyone with so much information without the use of iPads, computers, and stuck to the way he felt most comfortable teaching.
The power of YouTube and online videos in general is undeniable for sure. They are available to just about anyone in the world with an internet connection and the possibilities of what you can find are endless, especially in the field of education. You can perform a search for just about any topic that you want to know more about. In this case, you could put in a search for 'depression' or 'depression lectures' and you would likely come across the video "Stanford's Sapolsky On Depression in U.S. (Full Lecture)" and you can be transported into a classroom at Stanford University. Now, you don't have the benefits of class of interacting with the professor, but you do have the benefit of stopping and starting the lecture and going at your own pace which can be important for a lot of people. Over the 52 minutes of Professor Sapolsky's lecture he details the severity of depression and the characteristics that someone with depression might have. He interestingly calls it a 'disease' and he even compares it to juvenile diabetes, saying they are both biological disorders, which is something that I never would have thought. Throughout the lecture Professor Sapolsky rarely if ever takes a break for more than 2 seconds. He continues to lecture at a pace that is both understandable and not too slow where I get bored. He even elicits laughs from time to time which is difficult to do during a lecture on a topic as serious as depression. This is something that I would try to replicate when I speak and lecture as a teacher. I believe the moment that you are not sure of yourself or kind of lose your place as a teacher, then you are liable to lose your students attention as well. I believe it would take me quite some time to be as effective as Professor Sapolsky as he has obviously mastered his content area and that is part of what helps him keep the attention so well of both the class and me at home at my computer.
I watched Standford’s Sapolsky video about depression. What I liked about the video was his poise, he spoke with self-confidence and enthusiasm. In addition, spoke clearly and he walked around the room. He expressed a broad range of knowledge of his topic, all while using clear explanations for his audience to understand. He kept the viewers engaged by using examples of depression that were relatable to the audience and by cracking light hearted jokes throughout the lecture. I gained some new information about depression from watching the video. For instance, that some people go through a psycho motor retardation stage.
What I didn’t like about the video was that there was no visuals. His video was too much of him talking, he did not allow for any interaction from the audience. I would like to adapt Sapolsky’s talent of self-confidence while teaching my lessons. As a substitute it’s hard to feel confident most of the time because you could be teaching art one day and music the next. You do not have the luxury of having your own lesson plan, most of the time you find out what you are teaching that day and you may not know too much on the subject.
Unfortunately I could not open the Walter Lewin video that was most talked about so I chose to watch Robert Sapolsky's video. Robert Sapolsky kept his class involved and had them intrigued with his confidence, clear speaking voice and enthusiasm. The only downfall to his lecturing was that there were no visuals and it was all talk. many students, such as myself, find it very hard to learn this way, hands on or Active learning seems to me to be a better tool for students. To sit and listen for 40 mins could be quite challenging.
I enjoyed Sapolsky's lecture, it was interesting, but very long.
Giovanna Bove
Blog Reflection #3
Professor Michael Sandel’s lecture was entertaining to watch because he made the topic of putting a price on a human life interesting and fun. He engaged his students in the lesson by giving them different scenarios and having them critically think about their answers. He gave them the opportunity to explain why they believe one answer is correct over the other. I liked that he did not just get up in front of the classroom and talk about the topic. I will definitely use this strategy in my classroom because I want my students to be active and involved in the lesson. I do not want them to just sit there and listen to me talk. I want to hear their opinions and how they got to their answers.
I chose the video by Robert Sapolsky on depression. The main reason why I chose this lecture is because I have a student who is emotionally disturbed and has bipolar dissorder. I liked how the professor got into detail on what depression really is and how people suffer from the disease. As a teacher of a student who is emotionally disturbed, I know how important it is to be aware of depression and what it entails. It is important for educators, psychologists, and other key members of the school to understand the meaning of depression and how children can deeply suffer. The professor discussed various medications. This opens our minds because each medication has a different side effect. We will be more cognizant of different behaviors that are caused by medication. The cause of depression can be biological and/or physiological. We need to know why a student is depressed to accommodate their needs. If a child in your classroom is doing atypical behavior, the possible reason can be depression. You need to look out for the warning signs! One thing I didn’t not like about the lecture was that I felt that he was bouncing around ideas and not sticking to one piece of information at a time. If I were to do a lecture I would like to engage my students and discuss on topic at a time.
I watched Robert Sapolsky's lesson on depression at Stanford University. With a degree in psychology, this was a topic that greatly interested me and that I know quite a bit about. I think Sapolsky did a pretty good job on the lecture. He kept it moving and lightened the mood when was necessary. Despite my background knowledge on the topic, I think he gave good details and real-life examples so that most people could understand what he was speaking about. I really liked his use of comparisons and vocabulary to reiterate his point. For example, he compares depression to a disease and then continues to call it that throughout the lecture. This is very helpful in getting a point across because all who listen will now refer to it as a disease because that is how they learned it. He also moved around the room a lot, which allowed him to connect with more students and keep them engaged. Though the lecture was good, there were a few things that I did not like. He really did not pause in speech much, which doesn't allow information to sink in. The audience was really getting hammered information and this won't work on students. Another thing that I didn't like was that there weren't too many visuals or active learning opportunities. It was on the whole, a passive experience for the learner. All in all, as a teacher, I will adapt his knowledge of the content, confidence in material, sense of humor, demeanor and personal experience into my teaching. However, in between my speaking, I will allow for student's to do their own learning and react/participate more fully in the discussions.
As a physics teacher myself, I was most interested in Walter Lewin’s lecture. The video on the blog page is no longer available. It is a video of his final lecture at MIT entitled “For the Love of Physics.” Anyone who is interested in watching it and others can find it on his YouTube channel at the following address:
https://www.youtube.com/channel/UCiEHVhv0SBMpP75JbzJShqw
I had come across some of his videos before, as they frequently come up in Google searches for demonstrations and explanations of various physics concepts, and I always found them to be fascinating and engaging. There was never a time when I did not come away with something that I would later use in my classroom. The inclusion in the list of “Teachers who Nailed Teaching” is well-deserved.
Professor Lewin has a remarkable talent for making his lectures entertaining, and as engaging as they are to watch, they are even more informative. Any teacher would be well advised to study the method in which he is able to break down and explain in simple and understandable terms complex physical phenomena. In some ways, it is like watching a magic show in which the magician is explaining step by step how the trick is performed, and you are still amazed by it anyway. I highly recommend watching a few of the videos, even if you are not a science-oriented person. One reason is that you are guaranteed to be entertained, and also to learn something. Watching a talented teacher practicing his craft is helpful for any teacher. For instance, I am confident that after watching the lecture linked from the site that any viewer will not only understand why the sky is blue, but will be able to explain to other people as well.
As a teacher, something that I found most interesting and informative was not his explanations of physical phenomena in the lecture itself, but his response to a question in the session following the lecture. An audience member asked him how he prepares his lectures and how they have evolved, and professor Lewin offered a peek into the work that goes into teaching. He described how he “dry-runs” and edits his lectures to an empty classroom for weeks beforehand, and arrives at MIT at 5:00 am on the day of his lecture to dry-run it again. It is not simply talent and natural showmanship that make his classes so interesting and valuable, but hard work and preparation as well. For those of us that are teaching now, try to think about how much time you are putting in to the “pre-show” work. You will likely find that you are also investing many hours of research and preparation in to each lesson. Winners are made in the pre-season, and great teachers and lessons are made in their preparation.
I enjoyed watching all of these lectures. What I enjoyed the most was watching great teachers engage their students. They all put their own personalities and humor into their lectures. All of the teachers were so open and comfortable sharing with their students and all of the teachers had great knowledge of their content. They were all so enthusiastic about their topics. That can make all the difference. A teacher might know everything there is to know about their content area but, if they do not love, or even like, what they are teaching, students will pick up on this immediately and they will begin not to like it as well. Michael Malone spoke about storytelling. That is so important as a Social Studies teacher. Teaching History as a story helps students visualize what they are learning. This can be even more successful when using appropriate technology.
Gabriel Ramos said...........
I watched Robert Sapolsky's lecture on depression. The video garnered nearly half a million views on YouTube, which is a very impressive number for any video posted. Robert Sapolsky is clearly a very intelligent professor. He creates a warm, welcoming, engaging atmosphere. He does a wonderful job providing relevant examples of what can be an uncomfortable topic for students. Although his lecture was great I felt that the production of the video felt a lot to be desired. At times it was a bit difficult to hear, and I was unable to see specific items he would write on the white board. I think that if he put a little more time in the preparation of the camera, and perhaps attached a microphone for the audio, I think I would have enjoyed the actual footage a bit more.
Watching his last lectures, I find Walter Lewin to be a teacher who has really honed his crafted. He is not only enticing to his audience, but provides content that is universally accessible to them. Despite the theatricality of his displays, there's is clear logic as to what is being portrayed and the briefing prepares anyone in the lecture hall to be able to explain the situation to any bewildered passerby who may have seen a physics professor swinging on a miniature wrecking ball. I personally find his approach similar to something I will attempt with my classroom: to provide the content in the form of a motivational activity and really "preform" for my students what they need to learn, leaving the questions as a part of a discussion phase. That being said, the difference between what I would do and what Lewin does in lecture are the same differences between high school and higher education. High school students require more interim assessment, but that's not to say to performance should halted. This type of assessment can in fact be a part of the performance by increasing student participation in classroom activities. Looking at the presentation on the larger scale, the way Lewin provide his lectures to be viewed by his students again is key to his approach. If he plans to make the most of his time, he wants the ability to have that time revisited whenever it is necessary. This translates to the concept of the flipped classroom outside of higher education, which I absolutely plan on experimenting with.
I chose to watch the video by Robert Sapolsky on depression. I thought this was a powerful and helpful video. The reason why I chose this lecture is because almost every year I have had a student in my class who is emotionally disturbed. The professor really got into great detail about the disease and spoke powerfully about how many people suffer from it. As an educator it is important to be aware of depression and know the side effects of it. As teachers we need to know the warning signs of depression so that we can help our students who may be suffering.
The resource of education through Youtube is an amazing thing. Not only can one access information needed for literally whatever you can want but you have an opportunity to witness the intelligence and brilliance of some of the greatest professors/educators in the world. I must admit that I am a huge fan of the TED Talks simply because of how much information you can gather in such a small amount of time. This is extremely beneficial and time efficient. Personally, I don't know how they do it. Most people who had to convey the amount of information to an audience in such little time would deem this feat impossible but I guess this is why these professors are so rare. Other countries like China are missing out!!! How can you willingly block the knowledge that can be accessed through Youtube? I feel for the students in countries that don't allow the viewing of some of these amazing educators.
I watched Michael Malone's video on storytelling. Storytelling is something that I try to incorporate into teaching Social Studies. I believe it is key to relate events of figures of the past to examples in my life or the students' in order for them to really understand the content. The other YouTube videos are also interesting because the viewer can instantly see the personality of each teacher. The personality of the teacher is what can keep students engaged and help them build a positive relationship with the teacher to make learning authentic and more enjoyable. Lastly, it is so important to understand the hard work put into creating these engaging lessons and lectures. It is not just pure talent and creativity on the part of the teacher. It takes hours of preparation and rehearsal to make lessons that are truly amazing.
Modeling and Graphing Real World Situations: Creating Distance Time Graphs Math Lesson
This video showed Ms. McAtee's approach to instilling mathematical practice in her students who are not confident in their math skills. She discusses a lesson similar to one I have created in the past which involves graphing a real world situation in order to see what the graph should look like. I like how she does not provide more than simply the real life situation in order to require students to really discuss the components of the source necessary to graph. This approach also gives them space to be wrong and learn from one another rather than having the content of the lesson lectured at them. Graphs were both presented on the board and using an ELMO projection tool, which to me seemed like a very effective use of the technology. I plan on using this lesson to show what a proportional relationship looks like graphically for seventh graders and then later comparing it to a non-proportional relationship's graph.
When on the Education Dive website I decided to watch Shelly Kagan's lecture. This lecture caught my eye due to the fact he was discussing moral philosophy. I have always had an interest in philosophy so I was curious to see what he spoke about in-depth.This video spoke through multiple topics of death and enjoying life as much as you can. One thing Kagan said was to fill your life with what you want to accomplish before life ends. I really found this quote accurate because we are here to fulfill our wishes, dreams and desires before it end.
In the aspects of his teaching, I enjoyed that fact that he lectured very relaxed and set a low-anxiety classroom. By casually sitting on his desk he is providing his students with a setting that is not overwhelming and it makes it appear that it is very welcoming. I have realized that in my classroom when I sit down either on a table or at a students desk the students seem more at ease and focused.
One thing that caught my eye that was something I would not adapt into my classroom strategies is that he did not stop for a break at all. He did not allow the students to ask questions. I feel that in order for the students (at any age) to grasp the topic they need to be a part of the learning. Whether it be through communicating their thoughts or using hands on activities. Kagan sat and lectured the whole time making it difficult for students to express their thoughts on the situation. If I were to lecture my class, I would stop frequently for questions or to even check for understanding.
The one video that stuck out to me was the speaker Robert Sapolsky on the topic of depression. I think this is a topic that all teacher should be informed about because sometimes it hard to help students who are dealing with depression in a classroom setting. This video is extremely powerful and provides you with different tools to help you if you are ever have a student who suffers from depression. The professor went into depth about the disease and as an educator it was so helpful because he gave us some tips and signs of depression so that we can be aware and help our students that have to deal with this on a daily basis. Robert Sapolsky in the video provided great examples and explained some uncomfortable situation or topic for students. He also is very well informed and educated on depression so he designs a classroom that is welcoming and a great atmosphere for students. One thing that I did not like about his lecture was that he was a little too fast and did not let the students to take the time to think about things. As a educator, I will use this information if I have a student who suffers from depression. The content was great and the way he used real life examples was also very helpful.
The one video that took my intreast was Shelly Kagan, becaue I always wonder about how others preciecve death and I like how SHELLY KAGAN talks about imortality and mortals because we all want a do over in life and I agree that death makes us feel we have to be careful. I believe when one ages and becomes permanently debilitated one loses hope in getting better, of ever getting rid of the pain, of ever getting back to the original Quality of Life. Simultaneously there is so little time left to get to learn to cope with the pain and to accept living this life of poor quality. Life without hope can make one virtually dead and waiting for death as a relief. As we all will get old sometime, we should now, while we are still able to see what we can do to make the Quality of Life of the aged worth living.
It's normal to be afraid. However, death is a natural part of life, it is an inevitability. What happens after we die? Is there an after life? It's logical for humans to fear the unknown, and death is the ultimate unknown. I think once we accept death as an inevitability, the anxiety associated with it lessens somewhat.
I agree with Kerri Dimitrakakis he sat the whole time and didn't pause to see if anyone had any question, I will pause to see if others wanted to had or are confuse with anything I had to say but his lecture was very good and insightful.
I looked at the interview with Michael Malone. It was very inspiring. He is an English and Theatre Professor at Duke University. He is an accomplished novelist, who was the main writer for the long running soap opera One Life to Live. He recalls growing up and making reading a lifestyle. He read profusely and would sometimes read a book several times, if he enjoyed it. He is a huge fan of Charles Dickens. He credits him as the greatest novelist of all times. Michael is very passionate about the arts and thinks that it's an area that unites people. Although it's a farfetched example, he would like to see communities come together to sing and dance in the streets and paint murals. This would eradicate some of the negativity permeating society. I can definitely draw some inspiration from Michael Malone as a teacher. His main concept is the art of storytelling. It is important to keep the audience interested. It has to be intriguing. If this occurs, the audience will be genuinely concerned about the characters and they will want to know more. Keeping them excited means that they will be interested in wanting to hear, see or even read more. As a teacher, it is important for your students to have that enthusiasm. Reading is an important foundation that paves the way for children to become diligent students. Getting them interested and excited about reading ensures that they will be receptive to learning and discovering new ideas and concepts. The other aspect that I can borrow from Michael Malone as a teacher, is his passion to get all students engaged. While he knows that some of them may never become actors professionally, he engages them to be excellent in their art form; to approach the subject with determination and have an expectation to not just be outstanding, but to benefit from it.
The one video that really stuck with me was Michael Malone and the art of story telling. Story telling is something I try to do in my classroom on a daily basis. It is so challenging to get students interested in stories from long ago or simply stories that are often very dull. Malone explains the ways to make a story great by making the reader want to know what happens next and make them care about the characters in the story. It is completely true, the students need to be able to connect with the story as they are listening. The way you stop at certain parts of the story so the reader wants to or has to continue reading in order to find out what happens next. If you can make the reader care about the story and the characters within the story you are more likely to get the readers into the book. Malone is such a great man, and throughout his video I was able to really get some great insight on how to tell stories to my students and how you can enhance the experience for everyone in the room who is listening. I will use the tips Malone explains in the video to enhance this experience for my students.
After going through the videos, there was one that really stuck with me and that was Michael Sandel's "Justice" from Harvard University. Sandel had a great way of presenting his philosophy on both the value of human life and morality. First of all, I really enjoyed the way he had his audience of at least 50 + students and it felt as if everyone was involved. He was actively engaging his students in the material he was trying to convey, rather than just providing information and students taking notes or not. I appreciated the way he used the trolley car story to justify the choice of taking the life of one person or five. I felt that the way he presented the material gave students a different point of view of what justice is. Also, Sandel had the students support their reason for why they chose their answer. What I took away from this video is to value student engagement with learning because students will value their learning more because they are involved and part of the process. It becomes more enjoyable for both students and teacher because everyone is participating.
After reading the excerpt about Michael Malone, I decided that this lecture would be the most fitting for me as an educator. After watching the video, I found myself agreeing and understanding many of the things that Michael Malone had to say. In the interview Malone states the importance of students being able to engaged in learning and learn all you possibly can, without having to be tested. Students should be able to not only say it back, but also take it all in, and give it back in a creative way.
In order to teach this way, Malone uses service learning in his classes. I would love to be able to adapt this style of learning into my classroom. Using things that students see and participate in throughout the community and bringing them into the classroom, provides students with experiences that will create learning experiences they have never had before. Students need the opportunity to be creative within their own environment. Providing these opportunities provides students with the desire to learn, and remain active in their community because of the experiences that they have had with these things throughout their education.
Shelly Kagan’s video on “Death” was very interesting. He spoke about many different opinions that I have never thought of. He spoke about immortality and mortality and that the fact that we are mortal does not give us the opportunity of having “do overs.” He speaks of a limited amount of time to make changes and that we have to be careful in our choices and what we think is worth doing. This was very interesting to me because there are many times when people do not think about their actions and what they are going to do with their lives. The lecture showed me a new perspective not only on death, but on life too.
The video I chose to watch was Michael Malone's on storytelling. I thought that this would be a great topic for me to learn more about because it is something I do in my class everyday. As a kindergarten teacher, storytelling is a huge component to their daily learning. I like how Malone focuses on using dance, acting, singing and art as an example of a way for students to express themselves. It is so important for students to gain these experiences in their learning. Sometimes teachers need to use the techniques that Malone talks about instead of always "teaching to the test." So much learning can be done just by using new strategies. Some advice Malone offers, which I completely agree with is that students should be having fun. He mentions that they should learn while they can and not stress about it. I believe that students should want to learn and by providing different learning experiences, they are offered a fun, engaging way of learning. I also agree with Malone that stories need to have the ending that leaves you waiting to hear, as he calls it "page turners."I try to choose books in my classroom that have a meaningful message, but will also leave students wanting more. This was a great video that had me thinking more about what more I can offer my students in their daily learning and reading.
The video I decided to watch after reading each excerpt was Robert Sapolsky's on the topic of depression. The topic of depression is something everyone should be informed about especially todays educators. This video covers every detail of depression and repeats over and over again that it is a biological disease that needs attention. Robert Sapolsky emphasizes the fact that you can't just say "oh come on snap out of it". He also goes through all the tools used to help depression such as medicines, surgery, and therapy. As an educator I believe it is important to be aware of the symptoms and signs of depression in order to get your students help as soon as possible. There were two aspects in this video that I would use in my future classroom. Sapolsky uses a list to go through and refer back to that explains depression. Each word on the list he explains with an example and then applies it to depression. He then uses a drawn diagram of the brain to show the class which parts of the brain he is referring to as he speaks about how depression works in our brains.
I agree with Gina where she says that Sapolsky he went through the material quickly. He didn't leave enough time to give anyone a chance to ask questions that would possibly lead to a deeper discussion.
The video I decided to watch was Michael Malone-The Art of Storytelling. As a teacher of young children, I always try to make it a point to tell stories while we are working. If children hear stories that relate to what they are learning about, then learning will become more enjoyable for them. By incorporating relatable stories into teaching, students have a better understanding of what their readings are actually talking about. It is important to have students connect to what they are reading as well. If the students are not connected to their reading, then they will not learn. By pausing at certain points in the story, discussing students lives and how they relate to the story and the characters, and stopping at cliffhangers, students become engaged in their reading, and writing and are able to make more connections with the text-whether it be text to text, text to world, or text to self, they are thinking outside of their metaphorical box. Michael Malone states that, "I have never known a fiction that didn't have facts in it." Even works of fiction have some truth to it, and it is important to have students realize this within their reading, both guided and independent and writing pieces.
In response to Alyssa: I think that the point you made about finding ways to "teach to the test" without actually teaching to it is brilliant. It is important that children have fun while they learn. The more they explore through dance, singing, and art, the wider range of knowledge they have and the more they can apply it to their reading and writing, and even cross curricularly in science and math. Choosing books that all students will enjoy is important to the the success of students because it gets them engaged to want to learn more.
The video I chose to watch was by Robert Sapolsky and his views/lecture on depression. This is a topic that teachers and students should become very aware of. Depression is a growing statistic and it is crucial for people to be informed. Educators should definitely be aware of their students and what goes on inside and outside of the classroom. According to Sapolsky, all people get depressed, however people who are not clinically depressed can get out of the funk or depression, "depression is as real as a disorder as juvenile diabetes". This professor went into detail and the phases of depression, studied the brain cycles of a person with depression, and talks about the biology of depression. This was very interesting because depression is a more deep and involved topic than most people would think. I think that this professor was very informed about the topic, however he moved very quickly with the material and did not leave room for questions or comments. There was a lot maybe even too much information that most students might want to add on or discuss further. The information was very interesting, however if I was sitting in on this class I would feel overwhelmed. This professor also jumps from one discussion to the next very quickly.
I agree with Dana in the aspect that I also chose to watch Michael Malone's "The Art of Storytelling" for the reason that I work with young children. When children are told stories that they can relate their own lives to, it makes them interested in what they're learning about. Storytelling is a huge part of my day; I enjoy turning subjects such as math into something not boring by making up a story to go along with the lesson. Michael explains how children can express themselves in other ways aside from words: by expressing themselves through dancing, singing, acting, etc. It is amazing how students respond to other ways of expression when they are not required to sit and write. I agree with both Alyssa's post and Michael's comment in the video when he states that "students should have fun". There is no room for fun anymore in today's school world, and it is such a disadvantage for the children.
I chose to watch Robert Sapolsky’s video in which he talks about depression. I found this to be the most interesting topic since it is something that many people have at some point. As educators we need to know the warning signs of depression that way we can best help our students. Robert Sapolsky gave an abundance of information about depression: the different phases, brain activity during depression, and how it is a real disorder that you can’t just tell someone to snap out of. I liked how he used lists and diagrams to help the students keep track of what he was up to, but I agree with Annemarie when she said he went way too fast. The amount of information seemed more overwhelming because he was moving so fast. Without the diagrams and lists, it may have been impossible for some students to keep up. He also left no time for comments or questions from his students which I believe is important.
Commenting on Nicole's post...
I agree Nicole that all teachers can benefit from the educational philosophy of Michael Malone. A lot of time, funding and resources have been invested into research, with the goal of finding the best teaching methods and strategies for students. Mr Malone just resorts to a unique, inexpensive way of encouraging his students to be all that they can be. Nicole I completely agree with your statement that "Students need the opportunity to be creative within their own environment". If this is accomplished, it will foster learning. Students can embark upon an academic journey just by being in tune with their environment, whether it be by social interaction, or discovering and making connections with the physical environment.
Commenting on Katelyn's post.
I agree that Shelly Kagan's opinion on death is very interesting and different. Starting with Kagan talking about mortally vs immortally and the importance of how one uses there time with life. Being immortal one can always start over with life however, it is possible to be immortal and live an unsuccessful life. Next, being mortal time plays a much bigger role and people need to play attention to whats important and starting over with life is much more difficult due to time. Last, i thought Kagan's opinion on life is unique because not only does he value accomplishment and life quality he also values death. I thinking valuing death is important because like accomplishment death is apart of life.
I watched Shelly Kagan's video from Yale University:
What I liked about the video was how relaxed and approachable the professor was in front of the class. He was sitting indian style for the majority of the lesson and stood up to explain his theory of life on the board with graphs and continued speaking with real life situations. I fast-forward a couple of times to see what else he did differently. I don’t think I would be able to do the majority of talking in my classes. I like to be interactive with my students and allow them to be involved in the lessons. Watching a lecture on YouTube is not something I would be able to do since I was not able to watch the entirety of the video. However, it is a good way for students who are absent and not present for the lesson to be caught up and have the information.
I watched Robert Sapolsky's video on depression. I chose to watch this video because I was a Psychology minor in my undergraduate. I always found it interesting how the human brain works. As an educator it is very important that we know our student's inside and out. Teaching is not always about academics but it is also about loving and caring for your students. For some students all they have is school and their teacher to look out for them. As an educator i feel that I am each and everyone of my students biggest advocate. Robert Sapolsky was able to explain depression in such depth and provide examples that made the video very inspiring. I have heard a lot of people say "oh their depressed, they need to just get over it" but the brain really takes over into a different state that the person can not control on their own. The human brain is such a powerful organ. He was able to provide a good amount of examples to go along with his knowledge which made what he was presenting more interesting. I was disappointed that Robert Sapolsky did not leave room in his lecture for questions because it would have been interesting to hear peoples questions or even their own personal stories.
Allison Schmidt
I decided to watch Michael Sandel’s video. Michael Sandel is a professor at Harvard University. Although the topics that Sandel discusses are very extreme and do not relate to what I teach my own students, I primarily focused on the techniques that he used to relay the content information.
When I first started watching, I liked how Sandel presents his students with real-world situations/scenarios, which allows the students to think as if they were currently in that position. I feel I can definitely use this in my own classroom, because it is important to relate your lessons to students’ lives so they are better able to relate and understand. While presenting these situations, that allowed the students to now becomes the facilitators of the class discussion and debate, rather than the teacher fully leading the entire discussion and instruction. Students can easily get bored and/or unengaged if they have to just sit and listen to a lecture. Therefore, I could use this technique to present the students with discussion prompts that will help initiate the discussion, but allow them to continue to share their ideas with one another and debate, in order to keep the discussion going. If the discussion seems to be diminishing, that’s when the teacher can interject again to provide another prompt the restart the discussion among the students again.
As these discussions were going on, I felt as though Sandel created an environment where the students could feel comfortable to fully express their opinions and reasoning, even on those serious topics that Sandel was discussing. It is so important to ensure that your students feel comfortable in a classroom. School is where students spend majority of their day. Therefore, if students do not feel comfortable, that can affect them academically, socially, and emotionally. Every student is different, so there are various techniques to use for each individual student in order to make them feel comfortable and safe to express themselves and help them grow as learners and people. Finally, I also liked that before Sandel began his second lesson, he review the material that he discussed in his previous lesson. I constantly do this in my classroom and I think it is an important technique to implement. It is helpful to refresh students’ memories and get them thinking about the current topic, before moving into the next lesson.
Although there were many techniques that Sandel used that I believe were helpful and useful in a classroom, I did not like how a lot of his lessons were also a lecture where he was mostly talking. I realize he was in a huge lecture hall college class, but in my classroom, I would like to get my students engaged more, rather than having me talk and lecture the entire time.
Nicole, I agree with you. I think that service learning would be a great resource to implement into your lessons. It allows students not only to participate in active learning projects, but also to feel as if they are helping their own community.
I choose to watch Shelly Kagan's video titled "Death." I choose this video because the topic seemed out of the box and perhaps something that I haven't heard before. Kagan is seated on his desk wearing a relaxed outfit with his converse sneakers. I feel like this appearance related to the his audience, college students. They would view him as "cool" and probably different from the majority of professors at Yale University. His teaching style is him sitting on his desk lecturing to his class. Although this may sound boring to most, the ideas and rhetorical questions his poses on to his students are intriguing. The topic might also aid here. He is constantly moving around, folding his legs into cross legged position, and unfolding. He poses the idea of death and ultimately the life preceding death. It is appealing to listen to, inspiring even. Essentially his topic is the same life and death lecture most have already heard, seize the day. We are all going to die, so choose the life you want, live the life you want to have lived before it's too late. When he does finally get up, its so draw rudimentary "graphs" on the board. He is comparing the length of a life to the height of a life. I feel like had he brought in more supportive literature, visuals, or something to break up the lecturing would have helped this lesson.
I watched Michael Sandel’s moral philosophy lesson. In his video he explored human rights and equality. His students remain attentive and involved throughout the lesson and participate in discussion while raising questions. Sandel is able to provide counterpoints to each student’s argument and uses non-fictional resources as a platform for discussion.
I agree with Allison that the subject matter may be listed to a certain audience but his approaches to teaching the lesson of human acts can be applied to many age groups. Having students relate the topic to their own lives is an approach I would definitely consider in my own classroom. If students believe the topic is relevant in their everyday lives they may be more inclined to get involved.
Sandel displayed a great model of interaction with his students, while using his sense of humor and his ability to see all view points so that students remain engaged and focused on the topic.
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