This blog is a reflection on implementing strategies and tools I learned as a student in the inaugural course offered by the Futures Initiative in Spring 2015 at The Graduate Center/CUNY. Though my students gave me permission to write about their experiences, I have intentionally obscured any identifying details. In the second week of the semester, my students were assigned to give introductory speeches to the class. As this is
[Cross-posted from HASTAC] Part One: How Do I Get Started? A Step-by-Step Guide to Designing a Student-Centered Classroom Part I Part Two: It’s All About You Part Three: The Syllabus Part Four: Students Part Five: Collectively Writing a Constitution Part Six: Getting Started 6: Contract Grading and Peer Review Why Student-Centered Learning Needs An Alternative Credentialing Mechanism This is the sixth in a series of blog posts I’m writing based on
[Cross-posted from HASTAC] Part One: How Do I Get Started? A Step-by-Step Guide to Designing a Student-Centered Classroom Part I Part Two: It’s All About You Part Three: The Syllabus Part Four: Students Part Five: Collectively Writing a Constitution Part Six: Getting Started 6: Contract Grading and Peer Review In this fifth in the series on getting started with student-centered, progressive, or open learning, I will talk about what it means
[Cross-posted from HASTAC] Part One: How Do I Get Started? A Step-by-Step Guide to Designing a Student-Centered Classroom Part I Part Two: It’s All About You Part Three: The Syllabus Part Four: Students Part Five: Collectively Writing a Constitution Part Six: Getting Started 6: Contract Grading and Peer Review What do you do if one of your biggest obstacles to student-centered learning is the students? This fourth post in my personal,
[Cross-posted from HASTAC] Part One: How Do I Get Started? A Step-by-Step Guide to Designing a Student-Centered Classroom Part I Part Two: It’s All About You Part Three: The Syllabus Part Four: Students Part Five: Collectively Writing a Constitution Part Six: Contract Grading and Peer Review It takes a lot of confidence to trust your students. In this third entry in the series on how to get started with student-centered
[Cross-posted from HASTAC] Part One: How Do I Get Started? A Step-by-Step Guide to Designing a Student-Centered Classroom Part I Part Two: It’s All About You Part Three: The Syllabus Part Four: Students Part Five: Collectively Writing a Constitution Part Six: Contract Grading and Peer Review If learning were the sole objective of schooling, it would make good, common sense to teach to the needs, requirements, experience, and interests of
[Cross-posted from HASTAC] Part One: How Do I Get Started? A Step-by-Step Guide to Designing a Student-Centered Classroom Part I Part Two: It’s All About You Part Three: The Syllabus Part Four: Students Part Five: Collectively Writing a Constitution Part Six: Contract Grading and Peer Review OVERVIEW OF THIS SERIES Over the next several weeks I will blog some practical suggestions for things you might try if you want to
HASTAC has just published its Pedagogy Project, which started about a year ago when several professors asked for specific suggestions on digital or collaborative projects they could do with their students. Fiona Barnett then asked the HASTAC Scholars to provide specific assignments, in-class exercises and other projects. The response was awesome — over 80 specific and proven suggestions to shake up your syllabus! The Pedagogy Project is organized into nine
