In "Inviting Students to Take a Stand and Disagree,” Tim McCarthy (HKS/FAS) reflects on how he honors charged responses in his classroom while establishing norms of respect.
Paola Arlotta immerses students in material to develop a natural understanding of key concepts, then frames their thinking to present formalized knowledge and terminology of the field.
Canvas discussions provides an option that requires students to post replies to a discussion before seeing others’ responses, which can encourage original thinking and prevent a dominant voice from discouraging other responses.
See Professor Todd Rakoff challenge students to wrestle with legal concepts in groups first, to yield a more cogent, interactive class discussion in an Instructional Moves video from the Harvard Graduate School of Education.
This recent study explores the utility of electronic blackboards in STEM classrooms, noting how it can improve visibility and user flexibility for students.
Another study explores digital blackboard learning software, finding that 80% of students in the study found that it helped them better follow the digital lecture.
Read Dee & Penner’s recent article in the American Educational Research Journal on the causal positive effects of culturally relevant pedagogy & ethnic studies classes in high school.
See Tintiangco-Cubales et al article in The Urban Review which provides recommendations for practice and research in the interest of preparing and supporting effective Ethnic Studies teaching in K-12 classrooms.