Navigating Your Education: Strategic Degree Planning In Manchester

Navigating Your Education: Strategic Degree Planning In Manchester – In the most general sense, pedagogy is all the ways that instructors and students work with course content. A basic education goal for students is to be able to “do something meaningful” with course material. Meaningful learning typically results in students functioning at the middle to upper levels of Bloom’s taxonomy. We sometimes find that novice instructors mix course content with pedagogy. This often results in “teaching like talking” where the presentation of material by the teacher is confused with the students’ learning of the material. Think of your course content as clay and pedagogy as you ask students to make “something meaningful” out of that clay. Pedagogy is the combination of teaching methods (what teachers do), learning activities (what teachers ask their students to do), and assessment of learning (assignments, projects, or tasks that measure student learning).

Diversify your pedagogy by changing your teaching methods, learning activities and assignments. Critically evaluate your pedagogy through the lens of BIPOC students’ experiences at PWI. We see these two related practices as a cycle because they are repeated and ongoing. Diversifying your pedagogy means shedding some of the traditional ways of teaching in your discipline or the teaching methods you’ve inherited. This means more active learning and less traditional lecturing. Transforming good pedagogy into just pedagogy means rethinking your pedagogy in light of the PWI context and considering the ways in which your pedagogy can help or hinder BIPOC students.

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Understanding where students are on the learning spectrum from novice to expert in your discipline or curriculum is a key challenge to implementing effective and inclusive pedagogy (National Research Council 2000). Teachers are often so alienated from learning novices in their subject that they struggle to understand where students are on that spectrum. A key assumption of PWI is that students understand how your disciplinary knowledge is organized and constructed. Students don’t understand your discipline or many of the other subjects they are dealing with in their undergraduate years. Even graduate students can find it confusing to explain the origins, methods, theories, logic, and hypotheses of their subjects. Another PWI assumes that students are (or should be) academically prepared to study your discipline. Students may be academically prepared to study in certain disciplines, but unless their high school experience is college preparatory and well-supported, students (especially first-generation college students) find their way through a mysterious journey of different disciplinary conventions and procedures. and thought (Nelson 1996).

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A third PWI hypothesis is that teachers may confuse students’ academic underpreparedness with their intelligence or learning ability. Academic preparation is generally a function of one’s high school experience, whether that high school is well-resourced or underfunded. Whether a student receives a quality high school education is often a structural matter reflecting inequities in our K12 education systems, not an individual student’s ability to learn. A final PWI assumption is that students will learn best in ways that teachers learn best. In fact, most teachers in higher education self-select into subjects that match their interests, skills, academic preparation, and possibly family and community support. Our students have broad and varied goals for pursuing a college education and bring a range of skills to their curriculum, which may or may not match teachers’ expectations of how students learn. Inclusive teaching at PWI means supporting our students’ learning and career goals.

Kind and Chan (2019) proposed that pedagogical content knowledge (PCK) is a synthesis of content knowledge (skills about subject areas) and pedagogical knowledge (skills about teaching methods, assessment, classroom management, and how students learn). Content knowledge (CK) without pedagogical knowledge (PK) limits instructors’ ability to teach effectively or comprehensively. Novice instructors who rely on traditional lectures may have limited pedagogical knowledge and may even be replicating their own inherited teaching methods. While Kind and Chan (2019) write from a science education perspective, their concepts apply across disciplines. Moreover, Kind and Chan (2019) van Driel et al. support the assertion that:

High-quality PCK is not characterized by knowing as many strategies as possible for teaching a particular subject and knowing all the students’ misconceptions about them, but by recognizing the real learning needs of the students and knowing when to apply a particular strategy and understanding the specific reasons why. A teaching approach may be useful in one situation (cited in Kind and Chan 2019, 975).

As we emphasize in this guide, teaching contexts are important, and for inclusive pedagogy, special attention must be paid to learning objectives, instructor preparation, and student access to course content. We also argue that the PWI context shapes which coaches can practice as CK, PK, and PCK. We recommend that instructors become familiar with evidence-based pedagogy (or the Scholarship of Teaching and Learning, SoTL) in their field. Furthermore, we advise instructors to seek out and follow teachers and scholars who specifically focus on inclusive pedagogy in their fields to develop inclusive, flexible, and discipline-specific pedagogical content knowledge.

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While teaching methods, learning activities and assessing assignments diversely and critically will vary across disciplines, we offer some important starting points. Diversifying your pedagogy is easier than critically evaluating it through a PWI lens, but both steps are necessary. In general, you can diversify your pedagogy by learning about active learning, peer learning, team-based learning, experiential learning, problem-based learning, and case-based learning, among others. Extensive evidence-based pedagogical materials and practical guides for these methods are readily available. And you can find and follow scholars in your field who use these and other learning methods.

For in-person or synchronous online courses, break up traditional lectures into 10-15 minute “mini-lectures.” After each mini-lecture, ask your students to process their learning using a discussion or problem prompt, Classroom Assessment Technique (CAT), think-pair-share, or other brief learning activity. Read a lecture from Vanderbilt University’s Center for Teaching.

Provide both process and concrete questions or tasks to guide student learning (for example, provide a scenario with 3 focused tasks such as identifying a problem, brainstorming possible solutions, and listing pros/cons for each solution). Read how to have a good class discussion,

Integrate active learning, especially in conceptual, theoretical, or otherwise historically challenging courses (for example, calculus, organic chemistry, statistics, philosophy). For gateway courses, draw on research from STEM and other education experts on how active learning and peer learning improve student learning and reduce disparities. Read about Association of American Universities STEM Network Scholarships.

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Include authentic learning, learning activities, and assignments that reflect how students will work after graduation. What does it mean to think and act as an engineer? How do project teams work together? How is research presented in an educational social media campaign? Most college students will not become academic researchers or professors, in the “real world?” What kind of things will do? Help students practice and improve those skills as they learn course content. Read Edutopia’s PBL: What does it take for a project to be authentic?

Graded assignments should range from low to high stakes. Low stakes assignments allow students to learn from their mistakes and receive timely feedback on their learning. Alternatives to assignments allow students to demonstrate their learning rather than demonstrating their skills in a specific type of assessment (such as a multiple-choice exam or academic research paper). Read our guide, Creating Assessments That Promote Learning for All Students.

Critically evaluating your pedagogy through a PWI lens, paying attention to how your pedagogy might affect the learning of BIPOC students, is more challenging and highly contextual. Instructors will want to review and apply the concepts and principles discussed in the previous sections of this guide on Predominantly White Institutions (PWIs), PWI Assumptions, and Class Climate.

Consider participation patterns, learning progress (grade distribution), and other curriculum-related evidence. View your class sessions and assignments as empirical data. Who participated? What kind of participation did you observe? Who didn’t participate? Why could this be? Are there different ways for students to participate in learning activities (individually, in groups, through discussion, through writing, synchronously/in person, asynchronously/online)?

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Respond to weather feedback from ongoing check-ins and Critical Incident Questionnaires (CIQs) as discussed in the Weather Section (Ongoing Practice). Students will shy away from your feedback requests if you don’t respond to their feedback. Use this feedback to recalibrate and rethink your pedagogy.

Find feedback on student learning in the form of Classroom Assessment Techniques (CATs), classroom polls, asynchronous forums, exam wraps, and other methods. Show that you care about your students’ learning by responding to this feedback as well. Here’s how students learned this material last semester … I’m scheduling a problem-solving review session next class in response to test results …

First-generation college students, many of whom may identify as BIPOC, have typically accomplished much with few resources.

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