Are you an educator looking for professional, evidence-based information to enhance your career? Join Jed Blanton, PhD., from the University of Tennessee, Knoxville, College of Education, Health, and Human Sciences (CEHHS) for this series by educators for educators. In just the time it takes for a cup of coffee, learn how you can navigate the challenges and opportunities presented during the academic year.
Teaching Time-Out
Claim This Podcastby University of Tennessee College of Education, Health, and Human Sciences
4.9(9 reviews)
35 episodes
Updated Weekly
Accepts GuestsHas SponsorsLocation 🇺🇸
44
Podcast Authority
BetaFairBased on show quality, social media presence, reviews, charts, and more
Quality64
Social0
YouTube0
Engagement60
Podcast Overview
Are you an educator looking for professional, evidence-based information to enhance your career? Join Jed Blanton, PhD., from the University of Tennessee, Knoxville, College of Education, Health, and Human Sciences (CEHHS) for this series by educators for educators. In just the time it takes for a cup of coffee, learn how you can navigate the challenges and opportunities presented during the academic year.
Language
🇺🇲
Publishing Since
7/24/2023
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44
Podcast Authority
BetaFairBased on show quality, social media presence, reviews, charts, and more
Quality64
Social0
YouTube0
Engagement60
6
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Good Performance
11
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excellent
Episode Length
9 minutes
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good
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3.0/5
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Recent Episodes
April 14, 2026
Teaching Effectiveness
<p>A prevailing purpose of this podcast project has been to share effective teaching practices – but I started to wonder how we might define “teaching effectiveness” and what we can do to document our own teaching effectiveness. It turns out to be a rather complicated question! In this time-out I’ll share some more about the ambiguity here, as well as try to provide a reasonable, albeit broad, set of suggestions we can take to demonstrate how we approach teaching effectiveness when we communicate in our evaluation matierals. </p><p> </p><p>Taylor and Charlebois: <a href="https://doi.org/10.3389/feduc.2024.1284726">https://doi.org/10.3389/feduc.2024.1284726</a></p><p>Taylor and Thion: <a href="https://doi.org/10.3389/feduc.2023.1253622">https://doi.org/10.3389/feduc.2023.1253622</a></p><p>KU Teaching Effectiveness Rubric: <a href="https://cte.ku.edu/sites/cte/files/documents/programs-initiatives/KU%20Benchmarks%20Framework%202020update.pdf">https://cte.ku.edu/sites/cte/files/documents/programs-initiatives/KU%20Benchmarks%20Framework%202020update.pdf</a></p>
March 10, 2026
Think Aloud
<p>Does talking out loud help with learning?</p><p> </p><p>Processing new information, and drawing connections across readings or concepts can be a challenging cognitive task, and yet our courses and assignments sometimes require this ability. In this time-out, I invited two colleagues to help me learn more about how a “think aloud” session or training might enhance students confidence, their ability to trust source information, and allow instructors to catch, in real time, how a student’s line of thought may be guiding them in the wrong direction.</p><p> </p><p>Tarchi 2020: <a href="https://onlinelibrary.wiley.com/doi/full/10.1002/acp.3782" rel="ugc noopener noreferrer" target="_blank">https://onlinelibrary.wiley.com/doi/full/10.1002/acp.3782</a></p><p>Barnett 1998: <a href="https://eric.ed.gov/?id=ED422288" rel="ugc noopener noreferrer" target="_blank">https://eric.ed.gov/?id=ED422288</a></p><p>Banning 2008: <a href="https://pubmed.ncbi.nlm.nih.gov/17383056/" rel="ugc noopener noreferrer" target="_blank">https://pubmed.ncbi.nlm.nih.gov/17383056/</a></p><p>Tanner 2012: <a href="https://pubmed.ncbi.nlm.nih.gov/22665584/" rel="ugc noopener noreferrer" target="_blank">https://pubmed.ncbi.nlm.nih.gov/22665584/</a></p><p> </p>
February 10, 2026
Mind Maps
<p>Can drawing out connections enhance learning?</p><p>Some students struggle with how to take notes in class, often because they don’t think in the linear logical way that traditional notes are organized. A creative alternative, that focuses on connections across a lecture or topics, seems to be really helpful for learning. In this time-out, along with a few guests, we’ll look at the evidence that supports mind-maps as an effective learning and note-taking approach to classroom success.</p><p>Kaup et al (2024): <a href="https://www.njppp.com/index.php?mno=215336" rel="ugc noopener noreferrer" target="_blank">https://www.njppp.com/index.php?mno=215336</a></p><p>Jabade & Nadaf (2024): <a rel="ugc noopener noreferrer" target="_blank">10.4103/jehp.jehp_321_24</a></p><p>Edwards & Cooper (2010): <a href="https://doi.org/10.1111/j.1743-498x.2010.00395.x" target="_blank" rel="ugc noopener noreferrer">10.1111/j.1743-498X.2010.00395.x</a></p><p> </p>
35 total episodes available
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This podcast updates weekly.
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