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The Pedagogy of Kindness: The Discussion Continues

Hands holding pine leaves; Pedagogy of Kindness the discussion continues

The Center for Teaching & Learning is proud to present additional sessions in a discussion series for faculty: The Pedagogy of Kindness: The Discussion Continues.

The Pedagogy of Kindness is a pedagogical approach focused on creating learning that is accessible and welcoming to all. This discussion series is geared towards exploring how the Pedagogy of Kindness can apply to teaching today. It will explore strategies, concepts, and paradigms aimed at building learning environments according to three main themes: building community, being mindful in the classroom, and collaboration.

Please join us for any or all of the sessions below. Space is extremely limited; register at http://bit.ly/PoKcontinues.

If you have any questions, please email CTLOnline@qc.cuny.edu.

 


  • Discussion 1: Crowd-Sourced Learning Collectives Thursday, May 27th, 2021 | 4:00-5:15pm

    Research has shown that active, collaborative, peer-to-peer learning fosters greater student engagement, promotes deeper learning, and boosts retention. This workshop introduces some strategies and techniques for facilitating collaborative learning across a variety of contexts and disciplines.

    We’ll discuss some ways to create a classroom environment that welcomes the whole student, how to check and reinforce understanding through the development of crowdsourced materials, how to get the most out of practices like peer review, and ways to encourage holistic class participation. Participants will also have the opportunity to try a “crowdsourcing” activity to share their ideas with one another.

    Guest Presenter: Lindsey Albracht, PhD. (ENGL)

  • Discussion 2: Building an Alternative Synchronous Classroom Environment - Tuesday, June 1, 2021 | 12:15-1:30pm

    Slack is a useful and versatile, albeit often overlooked, alternative platform and content management system for synchronous remote teaching. Students (and instructors!) often find the text-based live discussion Slack makes possible to be a welcome relief from Zoom fatigue. This portion of the discussion series will explore the advantages and disadvantages of the platform–especially in terms of how Slack both differs from but also affords lessons for in-person teaching and the ways in which we conceive of *discourse* in the classroom.

    Guest presenter: Cliff Mak, PhD. (ENGL)

  • Discussion 3: Vulnerability in the Classroom - Wednesday, June 2, 2021 | 12:15-1:30pm

    Details to come.

    Guest presenter: Ilyssa Monda, M.A.B.N. (PSYCH)

  • Discussion 4: “Breaking Out” of High Stakes Assignments - Monday, June 7, 2021 | 12:15-1:30pm

    At the core of all learning is practice, whether we’re practicing mindfulness, writing, music, or mathematical equations. But how often do we assess our students based on the process and practice of learning, rather than the product? How can we scaffold low-stakes assignments to engage students and empower them to succeed as we raise the stakes? In this discussion, we’ll explore diverse tools for creating low-stakes assignments, beginning with a model from a First Year Writing Class. We’ll address the ways in which encouraging autonomy in student collaboration develops their sense of accountability in terms of their own learning and as a community of learners. Join us and brainstorm low-stakes assignments for your own online, hybrid, or in-person courses.

    Guest presenter: Rachael Benavidez, M.A. (ENGL)

  • Discussion 5: Inclusivity, Engagement, and Neurodivergence - Tuesday, June 8, 2021 | 4:00-5:15pm

    Through her experience as a Master’s student and Faculty member, Farrah Goff will detail how to work through learning during the pandemic. The leading philosophy behind her pedagogical style is seeking to understand how to create a virtual environment that best supports neurodivergent students, and students with disabilities. She will discuss the use of low-stakes writing, breakout rooms, and other engagement techniques that simultaneously promote a classroom community while allowing for safe exploration and even celebration of students from all different situations. 

    Guest presenter: Farrah Goff, M.A. (ENGL)

  • Discussion 6: Gamifying Multilingualism - Wednesday, June 9, 2021 | 12:15-1:30pm

    With the shifting classroom dynamics of the last year, new modes of relaying information and engaging students have revolutionized the class environment. Dr. Sara Alvarez will discuss some of the ways she has been able to use games to cultivate students’ multilingual literacies. Dr. Alvarez will demonstrate two different games that have shown success in her classrooms, and show how to utilize these platforms to engage emergent bilingual and multilingual students.

    Guest presenter: Sara P. Alvarez, PhD. (ENGL)

  • Discussion 7: Teach one, teach all: Supporting Multilingual Students - Monday, June 14, 2021 | 12:15-1:30pm

    When addressing how to support students from different backgrounds, oftentimes there becomes a concern of how to work with multilingual students. Dr. Etienne Kouakou will address how to engage with and bolster minority students, as well as international students. His strategies will focus specifically on how to be inclusive to non-native speakers, and how to support them at QC. He will also address how to encourage those students take ownership of their own learning.

    Guest presenter: Etienne Kouakou, EdD. (ENGL)

  • Discussion 8: Breaking Up With Bossy/Boring Syllabi - Tuesday, June 22, 2021 | 4:00-5:15pm

    During this pandemic, we’ve been challenged to rethink and innovate many of our approaches to teaching in ways that will benefit our students even when we return to the physical classroom. But what about our syllabi? In this interactive discussion, we will critically re-evaluate and re-invigorate this core course document. How might our syllabi welcome students into a conversation (rather than compel them into a “contract”)? How can our syllabi inspire and excite our students about the work of the class (rather than produce feelings of anxiety, fear, or inadequacy)? What possibilities exist for creating engaging multimodal syllabi (that move away from the typical 8-10 pages of text on a Word document)? Come with questions; leave with new ideas and possibilities for your syllabus.

    Guest presenter: Christopher John Williams, M.F.A. (ENGL)

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