One of my passions is teaching and learning. On this page you can find links to download articles I’ve written about these subjects. If you’re looking for my research on OER.
In 2017 I was interviewed by Laura Hales at LDS Perspectives about teaching and learning.
Are you familiar with silent lessons? I wrote an article on silent lessons for the Religious Educator.
The relationship between teacher and student has a huge effect on the learning process. I tried to capture some of my thoughts on this topic in the article: “The Very Best Teaching,” (Religious Educator, 2012).
“Look, and I Looked!” Lessons in Learning and Teaching from Nephi’s Vision.” (Religious Educator, 2012).
“Helping Students Act” (Religious Educator, 2011).
“See that ye do them” (Religious Educator, 2009).
“Helping Students Ask Questions” (Religious Educator, 2008).
Variety is very important in teaching. Anthony Sweat and I provided several ideas for variety in teaching in our books HOW? and WHY? One lens that helped me think about variety is Howard Gardner’s theory of Multiple Intelligences. I wrote about how that theory can be applied in a religious classroom in this article: “Multiple Intelligences in the Gospel Classroom” (Religious Educator, 2010).
The following handout was the result of thinking about how to use variety in teaching from the Old Testament: “Powerful Lessons from Less Familiar Old Testament Stories” (CES Conference, 2003).
Ultimately the most important teachings in life are “caught” not “taught.” I have been greatly impressed by Eleanor Duckworth’s work on helping students make connections. A few years ago I wrote an article that expressed some ideas on how this can take place. This is an area I’m exploring further right now. “The Power of Student Discovery and Sharing” (Religious Educator, 2007).
This handout also expresses some of the basic ideas of helping students to find things that they are excited about: “Teach Your Students to Fish” (CES Conference, 2001).
Sometimes teachers may be afraid to field questions from students because they fear they won’t know the answers. Other times classes veer into speculation — but this doesn’t have to happen. We can simply say, “I don’t know.” This article “I Know Not, (Religious Educator, 2012) focuses on knowing and not knowing.