Active Pedagogy and University English

For the last four or five years, I’ve been investigating ways of changing my teaching. Like most faculty of my generation, I learned to teach largely by imitation and guesswork. I mimicked the teachers and classes I enjoyed as a student and otherwise experimented with techniques and ideas grabbed magpie-like from various sources. This worked well at Yale, and, as I was recently reminded during a PhD seminar in Digital Anglo-Saxon studies at Memorial, is probably generally a good approach with highly motivated students who already have a sense of how literary scholarship works. It works less well with students who don’t have a natural sense for what is interesting and appropriate in critical discussions or who have yet to develop experience in that kind of debate.
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