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FP Live 023 – Holly J. Inglis – Sticky Learning: How Neuroscience Supports Teaching That’s Remembered

Posted on Dec 10, 2014 in FP Live Authors, FP Live Forum | 0 comments

Welcome to episode twenty-three of the Fortress Press Live podcast! At the 2014 AARSBL annual meeting in San Diego, we had the pleasure of sitting down with several of our Seminarium Elements authors to discuss their books. This is part three of our discussion featuring Holly J. Inglis talking about her book Sticky Learning: How Neuroscience Supports Teaching That’s Remembered.

Sticky LearningAbout the Book:
Despite the introduction of new technologies for classrooms, many seminary courses still utilize primarily auditory methods to convey content. Course outcomes may include opportunities for learners to demonstrate knowledge and skills gained but may not include opportunities for learners to begin to embed knowledge and skills into their long-term memory.

Educators are engaging with neuroscientists to reshape classroom practices, content delivery, curriculum design, and physical classroom spaces to enhance students’ learning and memory, primarily in elementary and secondary education. Why not in seminary education?

An overview of how learning occurs in our brain, what the different types of memory are, and how memory is created serves as a framework for suggesting pedagogical tools. These brain-friendly tools are specifically applied to individual academic disciplines, enabling instructors to make concrete modifications in the structure and content of what is taught, making learning more ‘sticky.’

Inglis’s synopsis of the use of neuroscience in the classroom and suggested action is followed by a collaborative dialogue with Kathy L. Dawson and Rodger Y. Nishioka. Dawson and Nishioka provide practical commentary regarding the successful implementation of Inglis’s proposed approach. As a group, Inglis, Dawson, and Nishioka create a text that extends pedagogical innovation in inspiring but practical ways.

Click here to download this episode to your computer.

FP Live 022 – Kristin Johnston Largen – Interreligious Learning and Teaching: A Christian Rationale for a Transformative Praxis

Posted on Dec 10, 2014 in FP Live Authors, FP Live Forum | 0 comments

Welcome to episode twenty-two of the Fortress Press Live podcast! At the 2014 AARSBL annual meeting in San Diego, we had the pleasure of sitting down with several of our Seminarium Elements authors to discuss their books. This is part two of our discussion featuring Kristin Johnston Largen talking about her book Interreligious Learning and Teaching: A Christian Rationale for a Transformative Praxis.

Interreligious Learning and TeachingAbout the Book:
There is still resistance in Christian institutions to interreligious dialogue. Many feel that such a practice weakens Christian faith, and promotes the idea that Christianity is merely one among many different religious options. When it comes to higher education, there is the fear that both college and seminary students will “lose their faith” if they are invited to study other religious traditions from a positive perspective.

Unfortunately, this attitude belies the current culture in which we live, which constantly exposes us to the beliefs and practices of others. Kristin Johnston Largen sees this setting as an opportunity and seeks to provide not only the theological grounding for such a position but also some practical advice on how both to teach and live out this conviction in a way that promotes greater understanding and respect for others and engenders a deeper appreciation of one’s own faith tradition.

Largen’s synopsis of interreligious education and suggested action includes contributions by Mary E. Hess and Christy Lohr Sapp. Hess and Sapp provide practical commentary regarding the successful implementation of Largen’s proposed approach. As a group, Largen, Hess, and Sapp create a text that extends pedagogical innovation in inspiring but practical ways.

Click here to download this episode to your computer.

FP Live 021 – G. Brooke Lester – Understanding Bible by Design

Posted on Dec 9, 2014 in FP Live Authors, FP Live Forum | 0 comments

Welcome to episode twenty-one of the Fortress Press Live podcast! At the 2014 AARSBL annual meeting in San Diego, we had the pleasure of sitting down with several of our Seminarium Elements authors to discuss their books. This is part one of our discussion featuring G. Brook Lester talking about his book Understanding Bible by Design: Create Courses with Purpose.

Understanding Bible by DesignAbout the Book:
Today’s seminary and religious-education instructors are expected to design and redesign their courses more nimbly than in the past. We have to adapt our courses to novel learning environments, for more diverse learners, toward more diverse vocations. At the same time, institutional rewards for time invested in course design are fewer than ever. Understanding Bible by Design introduces the reader to Understanding by Design: an approach to course design that is proven time-efficient and grounded in the instructor’s most closely-held convictions about her subject matter’s “big ideas and essential questions.” This book’s contributors (one in Old Testament, one in New Testament, and one in Jewish Studies) demonstrate the value of Understanding Bible by Design for the Biblical Studies instructor, whether at seminary or university, face-to-face or online, from the intimate seminar to the massive MOOC.

Lester’s synopsis of course design and suggested action is followed by a collaborative dialogue with Jane S. Webster and Christopher M. Jones. Webster and Jones provide practical commentary regarding the successful implementation of Lester’s proposed approaches. As a group, Lester, Webster, and Jones create a text that extends pedagogical innovation in inspiring but practical ways.

Click here to download this episode to your computer.