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Session 3: 5/6 & 5/16
In this session both groups reviewed two cases focused on classroom management and discussed how areas of the motivational framework might be applied. The first case was about a Professor having to repeat a lesson to frustrated students who then exhibited disruptive behavior as their response to being denied explanation by the instructor. The second case presented a situation where there was repeated disruptive and antagonistic behavior by the students.
In the first case, participants noted how there seemed to be a lack of self-reflection or awareness from the instructor as well as disrespect or disingenuousness when asking the students if they had any final questions but was not intending on answering anything. The instructor needed to reflect on the clarity of the lesson and the wording of the questions. With regards to the motivational framework the group noted two parts:
Competence: The instructor might try to assess student learning in pieces with specific exercises and activities paired with the lesson to measure students’ understanding of the lesson.
Inclusion – The instructor might work on his/her own discourse and demeanor with students. The goal is to avoid being dismissive.
Meaning – Ask students what they understand and then build from there.
Attitude – ask students how they might prefer a repetition of the material, polling them on what delivery methods you might use to further explain/illustrate a lesson.
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In the second case we talked about how important it is to have meaningful relationships with each students and it’s worthwhile having individual discussions about controlling behaviors to find resolution to issues or problems happening in the classroom.
Inclusion – It’s important for instructors to model/encourage respect and find ways to share their authority with students when/where appropriate.
Attitude – sometimes a teacher’s attitude may need adjustment, not just a student’s
Meaning – Instructors may want to consult with students privately to get a the root of issue/attitude especially when expectations from the teacher/student are mismatched.
Session 1; 3/18 & 3/21
The group reviewed module case studies for Grading & Assessment with regards to the CRT Framework:
Competence: How might the instructor enhance students’ understanding that they are becoming more effective in authentic learning that they value?
Inclusion: How might the instructor help students feel respected by and connected to other students and the teacher?
Meaning: How might the instructor engage students in challenges that include the learner’s perspectives and values and is meaningful to them?
Attitude: How might the instructor offer students more meaningful choices that promote greater personal relevance so that students want to learn?
We discussed the following points of observation:
- At times both teacher and student expectations can be incongruent.
- Care needs to be made explicit to students. (But there still needs to be reasonable boundaries.)
- How can we get students to utilize their given strengths to do the work of the course?
- What power dynamics are at play in a classroom with regards to assessment/grading?
- How might we balance the content of the work with the teacher/student relationship?
- Context matters – Where do teachers have these conversations about grades, assessment, and performance with students? (In front of everyone or privately?)
- Why are certain grading practices elusive to students? – What can teachers do to help students understand the rationale behind a specific grading practice?
Next Meeting for Group 1: Monday 4/8 at 11:30AM
Next Meeting for Group 2: Thursday, 4/11 at 12:40PM
Session 3 (11/27 @ 12:40pm & 3pm)
The group looked at and discussed case studies for the online module concerning course materials. The following questions were discussed:
Questions to consider for “To Read or Not to Read”
- How can a fairly fixed curriculum be made more relevant to students?
- Should the department revisit the major requirements? Why or why not?
- How might teachers facilitate critical discussion and student engagement with Eurocentric “canonical” course texts to engage students of color and diverse backgrounds.
- How might teachers make informed and mindful decisions about which texts to include in the course (when they have this option)?
- How might teachers who have prescribed curriculums and texts mandated by their departments make accommodations (in what we say and what we do) for students?
- How might an instructor find an “entry point” (Gardner, 160) into their students’ learning?
- How do instructors find out what is meaningful to their students with regards to their learning?
Questions to consider for “$250 Class Commiseration”
- What kinds of materials could the Professor use/provide to give students more support in understanding the lessons s/he goes over?
- How might the Professor make the practice of arithmetic relevant to students through sources and materials?
- Besides asking students to put complex problems on the board, what could the Professor ask students to do to help others better understand the problem, concept, and solution (especially if they’ve learned and claim to understand the work from their past)?
- Should the Professor rely on the expensive textbook? What other options could the Prof consider students buy/use as a main or supplemental text?
- What should the Prof (and all professors of all disciplines) consider when choosing a textbook for the class?
- What sorts of texts could the Professor find to pair with the textbook? How might s/he make the daily lessons accessible and come alive through materials/resources.
- Does math have to be presented in formulaic forms? Are there other ways to teach math through life applications and reflection? Are there even texts and resources designed in such a way?
