I started teaching economics in higher education almost a decade ago, and yet the memory of the first time I asked a student to meet
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
Sometimes we are so concerned with following our lesson plans to the letter that we miss what is truly important: teaching moments. A teacher has to learn to listen to his or her class and realize when the moment to abandon the lesson plan has come. This willingness to release some control over the class and allow it to develop more or less organically does not always come easily, however. Goal-induced anxiety can make a teacher reluctant to let go of the reins out of fear that the class will go off in some random direction.
Sometimes a teachable moment occurs when a student is stuck, other times it’s when a topic has sparked her interest. In an email interview, Eric Frierson, an instructional technology librarian at the University of Texas–Arlington, shares strategies for online instructors to capitalize on both types of teachable moments.
Teachable moments, those special times when students are most ready and willing to learn, are traditionally considered unplanned opportunities. But should teachable moments be treated like unexpected gifts or can they actually be set in motion with a little advanced anticipation and planning by the instructor?