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
-The Pedagogy Project (HASTAC)
-George and Montessori. “The Montessori Method.”
|-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.”
–Primary source documents by Toni Cade Bambara from Danica’s archival research
|-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.”
–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|