How does blogging help your teaching?

So, I opened up my institution’s weekly pedagogy email this morning intending to read and blog about the pedagogy article that would be included.  Oops.  The email was advertising my upcoming stint as “guide” at the next brown-bag pedagogy session. I love the brown bag sessions. I try to make at least two a year and I always walk away with two things I value a lot: new ideas percolating away and a strong sense of community built around the shared goal of being a better teacher. Also, I love meeting people who teach different subjects! I am excited and, of course, honored to be leading the next one.

I’ll be starting our April brown-bag discussion with the question featured in this post’s title…  I’ll have several ideas for where discussion could go, but am excited to experience where discussion actually will go.

Keeping a blog about my teaching (I’m on leave this semester, thus its fairly dormant appearance…) has been incredibly beneficial in expected and unexpected ways.  The expected ways include holding myself publicly accountable, providing a space for reflection, recording my successes and (more importantly) failures, and storing shareable activities. Articulating the unexpected benefits is a WIP (work-in-progress), but I can say that I have been pleasantly surprised by the quality and quantity of unexpected benefits!

If you landed on my blog through a link about the April 12 brown bag session, I encourage you to explore it by category label. You can find the categories on the home page at the top of the right-hand column.  General teaching stuff marks the larger philosophical issues that I (and many of us) regularly wrestle with. Classroom activities document specific experiments in my classrooms.

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