The New Sociology Classroom: How Incorporating Varied Pedagogies Increase Student Learning
As the higher education landscape changes, faculty need to change with it. This paper outlines various pedagogies that are being used to increase student learning in an Introduction to Sociology course. The pedagogies discussed in this paper include Transparency in Learning (TiLT) (Winkelmes, 2013),...
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| Format: | Article |
| Language: | English |
| Published: |
Kennesaw State University
2021-06-01
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| Series: | Journal of Public and Professional Sociology |
| Online Access: | https://digitalcommons.kennesaw.edu/jpps/vol13/iss1/1/ |
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| Summary: | As the higher education landscape changes, faculty need to change with it. This paper outlines various pedagogies that are being used to increase student learning in an Introduction to Sociology course. The pedagogies discussed in this paper include Transparency in Learning (TiLT) (Winkelmes, 2013), Flipped Classroom (Walvoord and Anderson, 1998), “Make It Stick” note taking format (Brown, Roediget, McDaniel, 2014; Alby, 2020), Kahoot! (Kahoot!, 2020), and Quizzlets (Quizzlet.com, 2020). In addition, this paper discusses the need for student responsibility in learning and provides suggestions for this including “Accomplishing Your Goals” suggestions (Alby, 2020), and “Study Suggestions”. Although the goal of this paper is to provide successful examples of these practices in an Introduction to Sociology course, the hope is also to encourage faculty to use any or all of these in their courses. |
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| ISSN: | 2154-8935 |