September 16, 2020
August 27, 2020
A new article that I wrote for NISOD ahead of my upcoming workshop series on how to facilitate inclusive, online instruction… “The Promise and Pitfalls of Eliminating Remedial Courses in Community Colleges,” Felicia Darling, Math Instructor at the Santa Rosa Junior College (CA), explores how colleges can reach and teach all incoming students. Here is the link https://www.nisod.org/
August 13, 2020
If you are interested in bringing you go-to, in-person teaching moves to your online classroom, then sign up for this series of three interactive NISOD Workshops. Pick up tips to include student voice, connect with students, and build a community of powerful learners in order to make your instruction inclusive, engaging, and active.
July 24, 2020
“Obviously, it is not feasible for community college instructors to conduct ethnographic studies on their students every semester. Also, students’ cultural backgrounds vary widely within a class. However, drawing from my research and teaching experience, I piloted an activity in a community college math classroom that allowed students to solve problems that were culturally relevant to them. In a pre-statistics math class, the very first math class that many community college students take, I assigned the following task for homework:”
You can access the full article on the Teachers College Press Blog. This article was originally published as an Innovation Abstracts, Volume XLII, No. 25, July 9, 2020, by the National Institute for Staff and Organizational Development (NISOD) at The University of Texas at Austin.
July 22, 2020
Feel a wee bit stressed, low-energy, or anxious? This is a great way to rejuvenate and relax for an hour. First we will check in and land in the room. This will be followed by some relaxing, diaphragmatic breathing exercises. Then we will do a joyful body scan that I call, Little Points of Light Body Scan. One person remarked after the body scan, “I feel like the Milky Way.” Finally, we will do a comfortable optional sitting or lying meditation for 30 minutes, where we bring our attention back to our breath. Participants may pick up tools to help navigate stressful moments, since research shows that diaphragmatic breathing, somatic awareness, & mindfulness meditation help down-regulate the sympathetic nervous system. Here is the link https://www.youtube.com/watch?v=UgE4l6qSSgE
May 3, 2020
May 1, 2020
April 6, 2020
“The bottom line is that community college instructors are on the front lines during this coronavirus pandemic. We are showing up to teach students how to be successful in college, as always. However, now we are doing it, while we all are simultaneously navigating a global crisis. While medical first responders are risking their lives to quell the rise in cases, we are doing our parts to make sure that students emerge from this crisis, healthy and continuing on their journey to achieve their educational dreams. Our continued work ensures that in a post-coronavirus world, social and economic mobility will continue to become increasingly attainable for all students.”
November 23, 2019
Check out “Student Agency is Ownership” by Larry Ferlazzo in Education Week. In this article, Larry asks scholar/educators (including me) to respond to the question: What is agency and how can teachers encourage its growth among students?
Check out “Fair is not Equal” by Larry Ferlazzo in Education Week. In this article, Larry asks scholar/educators (including me) to respond to the question: What is the difference between treating students “fairly” and treating them “equally”? What are some examples of how that looks in the classroom?
November 3, 2019
If your college is a member of NISOD, you can attend my webinar for free on Thursday, November 21st at 11am PT. The webinar is called, Five Breakout Moves to Build a Community of Powerful Learners.
- how to create classrooms where students feel safe to explore, experiment, improvise, take risks, make mistakes, and co-construct new knowledge with their peers
- strategies to ensure that inquiry-based group learning is inclusive and equitable for students from all backgrounds
- instructional moves that can immediately be incorporated into pedagogy to ensure that inquiry-based group learning is inclusive, engaging, and equitable.