Joshua Margolis, James Dinan and Elizabeth Miller Professor of Business Administration,demands of himself intensive listening while teaching, and asks the same from students: “When I listen really carefully it allows me to push students hard and help them see what they have within themselves.” While students speak, he makes direct eye contact and maintains it even when he moves in the classroom so they’re addressing the rest of the class, not just him. Margolis asks a series of follow-up questions and then summarizes after every three to five interactions.
A study tested the use of case studies with and without follow-up discussion, finding that the discussion group’s social interaction and sharing of conflicting ideas were the source of changes in thinking.
One mixed-method, exploratory study identified seven factors that enhance individuals’ motivation to take the perspective of others, defined as social perspective taking (SPT), including the desire to relate to others and to understand what others think of them.
Professor Levinson and the Justice in Schools team at the Harvard Graduate School of Education published new case studies earlier this semester addressing civic ethical dilemmas...
The Derek Bok Center for Teaching and Learning shares ways to turn difficult encounters into learning opportunities for managing hot moments in the classroom as well as a quick-tip sheet.
Meira Levinson, Professor of Education, develops case studies about difficult questions in educational ethics—for example, grade inflation, charter schools, and policies that disproportionately impact low-income students of color—for A203 Educational Justice students to debate and discuss the ethical dimensions of educational practice and policy.
Joshua Margolis, James Dinan and Elizabeth Miller Professor of Business Administration, demands of himself intensive listening while teaching, and asks the same from students: “When I listen really carefully it allows me to push students hard and help them see what they have within themselves.” While students speak, he makes direct eye contact and maintains it even when he moves in the classroom so they’re addressing the rest of the class, not just him. Margolis asks a series of follow-up questions and then summarizes after every three to five interactions.
Meira Levinson, Professor of Education, develops case studies about difficult questions in educational ethics—for example, grade inflation, charter schools, and policies that disproportionately impact low-income students of color—for