Erica’s Midterm Syllabus – Part I

Wed 3/9 Wed 3/16 Wed 3/30
Theme, topic, goals for this session Active Learning practices and Formative Assessment for use in the classroom. CUNY Then and Now Anti-intellectualism and problems with “progressive” education
Reading Assignments Using Active Learning in the classroom

Active Learning techniques for the classroom

-The Pedagogy Project (HASTAC)

A sample of formative assessment techniques

Working Inside the Black Box

-George and Montessori. “The Montessori Method.”

Does Active Learning Work

-Kristen Gallagher. “Teaching Freire and CUNY Open Admissions.” Radical Teacher 87.1 (2010): 55-67.

-Shor, Ira. “War, Lies, and Pedegogy: Teaching in Fearful Times.” Radical Teacher 77 (Winter 2006): 30-35.

-Rich, Adrienne. “What We are a Part Of: Teach at CUNY 1968-1974.”

NY Times: Raising Ambitions

CUNY Adjusts Amid Tide of Remedial Students

Primary source documents by Toni Cade Bambara from Danica’s archival research

YouTube: CUNY is Happy!

-The Polymath: Samuel R. Delany

-Nicole Cooley. “Literary Legacies and Critical Transformations: Teaching Creative Writing in the Public Urban University.” Pedagogy 3.1 (2003): 99-103.

-Ferguson, Roderick. “The Reorder of Things.”

-Harney, Stefano & Moten, Fred. “The Undercommons.”

BU Today: Saida Grundy’s racially charged tweets

Learning the Hard Way: Masculinity, Place, and the Gender Gap in Education. By Edward W. Morris. New Brunswick, N.J.: Rutgers University Press, 2012.

Writings or other assignments Use one of the Active Learning techniques from the readings above in your class/workplace over the next two weeks. Blog about the experience or share in class.
Methods, exercises for this class

7 comments

  • I love the idea of looking at CUNY Then and Now.

  • I’m also curious to read some of “The Montessori Method,” so I’m glad to see it on your list. I also think your class on CUNY is a really good idea, especially with an expert like Danica in the class.

  • I like the emphasis on using the techniques and principles we’re learning about in our real lives and professions. As a “traditional” office employee, I find that a challenging proposition. But I also like the subversive potential it has in this context.

    • I saw your (Lisa) comment on someone else’s post regarding the teaching-centric nature of the suggestions. I have to say, I really do think many of the active techniques can be applied to meetings and any other interpersonal interactions in the workplace. Perhaps addressing a slightly different imbalance of power though?

      This could also be a challenge that we address as a class. I’d be open to and excited about brainstorming ways to apply these techniques outside of the classroom. I think it’d be a good creative problem-solving opportunity. Also, I love the idea of strategically challenging power structures/dynamics in everyday life that we don’t always think about.

  • I like the idea of pursuing the anti-intellectual / progressive education as problem angle. I often think about that in my own approach to teaching so I’m glad to see it put out there.

  • Erica,

    You have dug deeply and located much more interesting writings about CUNY than I included on my proposed syllabus, which incorporated mainstream news articles (NYTimes basically). The general feedback so far seems to indicate that our classmates support the notion of focusing on CUNY, its history, its mission, the degree to which CUNY can serve as a kind of barometer reflecting the cultural and political climate of the moment, etc. I think its a great idea, so I hope we can reach a consensus later today. I also really appreciate your inclusion of Montessori here, and the idea of blogging about active learning technique in the classroom/workplace = brilliant!

  • I also love the idea of delving deeply into our CUNY-ness.

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