Teaching Goals
1. Pedagogy of Doing
Much attention has been paid to student-centred versus teacher-centred pedagogy. However, I share in Michael F. Mascolo's (2009) view that we need to challenge that dichotomy and recognize that "knowledge can only be acquired through active participation in language-mediated learning activities that are structured by more expert individuals" (p. 3). In other words, it isn't a matter of student-centred versus teacher-centred. Instead, it is a matter of the sliding scale between the two and being cognizant of the fact that different parts of the lesson need to be delivered through different teaching and learning dynamics.
What this really all comes down to is having a mindful pedagogy. In other words, good teachers need to articulate why they are lecturing at Point A in the lesson or having students do group work at Point B. There needs to be a reason for structuring activities in "these" ways instead of "those" ways.
Also important is a focus on what the students are doing at each stage of the lesson. Indeed, this is what teachers need to be mindful of when choosing how activities are being structured. If a teacher is lecturing, what are the students doing during the lecture? Are they just listening? Are they taking notes? Are they trying to make connections between the new and old material? If a teacher is having students do group work, what are the students doing during the group work? Are they all performing the same role? Do they have different roles? Are they supposed to produce a document? It's important for teachers to be able to put themselves in the place of students to make sure that every activity is well-connected and keeps students constantly engaged. If there is a chunk of time in which it's unclear what the students should be doing, this is time wasted.
My goal, then, is to create lessons that are doing centred. In other words, my goal is to be mindful about how I structure each part of a lesson plan, ensuring I have a specific reason to deliver material in a specific way, and ensuring that this reason focuses specifically on what students are doing.
Reference:
Mascolo, M.F. (2009). Beyond student-centered and teaching-centered pedagogy: Teaching and learning as guided participation. Pedagogy and the Human Sciences, 1(1), 3-27.
Much attention has been paid to student-centred versus teacher-centred pedagogy. However, I share in Michael F. Mascolo's (2009) view that we need to challenge that dichotomy and recognize that "knowledge can only be acquired through active participation in language-mediated learning activities that are structured by more expert individuals" (p. 3). In other words, it isn't a matter of student-centred versus teacher-centred. Instead, it is a matter of the sliding scale between the two and being cognizant of the fact that different parts of the lesson need to be delivered through different teaching and learning dynamics.
What this really all comes down to is having a mindful pedagogy. In other words, good teachers need to articulate why they are lecturing at Point A in the lesson or having students do group work at Point B. There needs to be a reason for structuring activities in "these" ways instead of "those" ways.
Also important is a focus on what the students are doing at each stage of the lesson. Indeed, this is what teachers need to be mindful of when choosing how activities are being structured. If a teacher is lecturing, what are the students doing during the lecture? Are they just listening? Are they taking notes? Are they trying to make connections between the new and old material? If a teacher is having students do group work, what are the students doing during the group work? Are they all performing the same role? Do they have different roles? Are they supposed to produce a document? It's important for teachers to be able to put themselves in the place of students to make sure that every activity is well-connected and keeps students constantly engaged. If there is a chunk of time in which it's unclear what the students should be doing, this is time wasted.
My goal, then, is to create lessons that are doing centred. In other words, my goal is to be mindful about how I structure each part of a lesson plan, ensuring I have a specific reason to deliver material in a specific way, and ensuring that this reason focuses specifically on what students are doing.
Reference:
Mascolo, M.F. (2009). Beyond student-centered and teaching-centered pedagogy: Teaching and learning as guided participation. Pedagogy and the Human Sciences, 1(1), 3-27.
2. Effective Materials Creation
Directly related to a doing pedagogy is the material with which students "do the doing." As such, one of my teaching goals is creating effective learning materials that promote the doing and, most importantly, that promote transferability of critical reading, writing, and thinking skills.
In the context of teaching, materials is a broad category: pen and paper, learning management systems, blogs, and newspapers are all considered materials. Good materials, though, need to be carefully selected so that they fit the pedagogy of a particular lesson. In other words, the pedagogy needs to dictate the materials rather than the other way around. For example, just because a video clip is entertaining and engaging does not mean that it actually supports the learning process. If, however, it is carefully scaffolded into the lesson plan and viewed at a macro level in the trajectory of student learning, it becomes a useful and effective tool.
An example of what I deem to be good materials for an introductory lesson on critical analysis of a text is below. It is "paper" material that also integrates a TED talk clip. You'll notice that students have to be recording information during the clip, which again satisfies that requirement of doing. The students then need to engage in group work based on the video, which requires them to produce specific information on the handout. Therefore, from the moment of "lecture" to the moment of "production," students are constantly doing, and it's the materials that provide the catalyst for doing. All materials are purposeful in that they get the students to actually use the skills they are learning how to do. For the purposes of enhancing engagement, the topic area was selected for its relevance to my students, all of whom are speakers of other languages.
Directly related to a doing pedagogy is the material with which students "do the doing." As such, one of my teaching goals is creating effective learning materials that promote the doing and, most importantly, that promote transferability of critical reading, writing, and thinking skills.
In the context of teaching, materials is a broad category: pen and paper, learning management systems, blogs, and newspapers are all considered materials. Good materials, though, need to be carefully selected so that they fit the pedagogy of a particular lesson. In other words, the pedagogy needs to dictate the materials rather than the other way around. For example, just because a video clip is entertaining and engaging does not mean that it actually supports the learning process. If, however, it is carefully scaffolded into the lesson plan and viewed at a macro level in the trajectory of student learning, it becomes a useful and effective tool.
An example of what I deem to be good materials for an introductory lesson on critical analysis of a text is below. It is "paper" material that also integrates a TED talk clip. You'll notice that students have to be recording information during the clip, which again satisfies that requirement of doing. The students then need to engage in group work based on the video, which requires them to produce specific information on the handout. Therefore, from the moment of "lecture" to the moment of "production," students are constantly doing, and it's the materials that provide the catalyst for doing. All materials are purposeful in that they get the students to actually use the skills they are learning how to do. For the purposes of enhancing engagement, the topic area was selected for its relevance to my students, all of whom are speakers of other languages.
introduction_to_analyzing_an_argument.pdf | |
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3. Assessments Promoting Learning
According to the Conference on College Composition and Communication (2009), "Writing assessment is useful primarily as a means of improving teaching and learning." Therefore, my goal is to create assessments that have a positive effect on the teaching and learning that happen before assessments, during assessments, and after assessments. A good assessment, in my mind, needs to be an integral part of the pedagogical arc of a lesson or course. Once again, mindfulness is key: a good teacher needs to articulate reasons for the what, why, how, where, and when of assessment.
Reference:
Conference on College Composition and Communication. (2009). Writing assessment: A position statement. Retrieved from
http://www.ncte.org/cccc/resources/positions/writingassessment
According to the Conference on College Composition and Communication (2009), "Writing assessment is useful primarily as a means of improving teaching and learning." Therefore, my goal is to create assessments that have a positive effect on the teaching and learning that happen before assessments, during assessments, and after assessments. A good assessment, in my mind, needs to be an integral part of the pedagogical arc of a lesson or course. Once again, mindfulness is key: a good teacher needs to articulate reasons for the what, why, how, where, and when of assessment.
Reference:
Conference on College Composition and Communication. (2009). Writing assessment: A position statement. Retrieved from
http://www.ncte.org/cccc/resources/positions/writingassessment
Learning Goals
1. Accommodating students with disabilities
At the end of the 2012/2013 academic year, I set a goal to learn about how to better accommodate students with disabilities. In order to help accomplish this goal, I attended the Mental Health First Aid training offered by Humber. During this training, I received useful information about various mental disabilities, including signs to be aware of in the event that immediate--but temporary--intervention would be needed. I also learned a lot more about what Disability Services at Humber has to offer in terms of providing students with the support they need to be successful at Humber. I feel that I'm much more resourceful now. While I may not be able to provide the help that students need, I now know where I can direct them for that help.
I'd like to continue to become more knowledgable in this area. I've recently noticed a number of forums and conferences that focus on mental health in education, so attending these events in the future will definitely help me gain more knowledge. Also, now that I'm in the role of coordinator, I am engaging in more one-on-one discussions with a variety of students from many different programs, which is giving me a new perspective on the challenges that many students have, including those with disabilities.
At the end of the 2012/2013 academic year, I set a goal to learn about how to better accommodate students with disabilities. In order to help accomplish this goal, I attended the Mental Health First Aid training offered by Humber. During this training, I received useful information about various mental disabilities, including signs to be aware of in the event that immediate--but temporary--intervention would be needed. I also learned a lot more about what Disability Services at Humber has to offer in terms of providing students with the support they need to be successful at Humber. I feel that I'm much more resourceful now. While I may not be able to provide the help that students need, I now know where I can direct them for that help.
I'd like to continue to become more knowledgable in this area. I've recently noticed a number of forums and conferences that focus on mental health in education, so attending these events in the future will definitely help me gain more knowledge. Also, now that I'm in the role of coordinator, I am engaging in more one-on-one discussions with a variety of students from many different programs, which is giving me a new perspective on the challenges that many students have, including those with disabilities.
2. Diversifying my approach to teaching writing
Finding new ways to teach writing is a goal that I always achieve but then reset for myself. There is a virtually infinite list of different pedagogies out there, all with their merits and drawbacks.
In order to diversify my teaching, I am engaging in a number of professional development opportunities. The College Association for Language and Literacy Conference is one such opportunity. This is a conference that brings together reading and writing instructors from across the Ontario public college system to share best practices (and practices that may no longer be considered "best"). This year, I volunteered to host the conference at Humber, which gave me the opportunity to set the theme: "Problematizing Pedagogy: Challenging Our Approaches to Teaching Reading and Writing." What this year's conference seeks to explore is the diversity of pedagogies. It also challenges participants to think of new approaches in light of the old ones we've always taken for granted. This conference will be an excellent forum for me to achieve my goal of diversifying my approach to teaching writing.
In addition to the CALL conference, I'm also attending the Discourse and Writing in Canada conference, which is part of Congress for the Humanities and Social Sciences. This conference will allow me to expand my theoretical knowledge upon which pedagogies are based. Undoubtedly, this theoretical knowledge will help me develop new pedagogies for the teaching of reading and writing skills.
Of course, in addition to attending these events, my day-to-day teaching and workshops housed within Humber itself are excellent means of achieving my goal. I'm lucky to be part of an institution where learning opportunities are around every corner.
Finding new ways to teach writing is a goal that I always achieve but then reset for myself. There is a virtually infinite list of different pedagogies out there, all with their merits and drawbacks.
In order to diversify my teaching, I am engaging in a number of professional development opportunities. The College Association for Language and Literacy Conference is one such opportunity. This is a conference that brings together reading and writing instructors from across the Ontario public college system to share best practices (and practices that may no longer be considered "best"). This year, I volunteered to host the conference at Humber, which gave me the opportunity to set the theme: "Problematizing Pedagogy: Challenging Our Approaches to Teaching Reading and Writing." What this year's conference seeks to explore is the diversity of pedagogies. It also challenges participants to think of new approaches in light of the old ones we've always taken for granted. This conference will be an excellent forum for me to achieve my goal of diversifying my approach to teaching writing.
In addition to the CALL conference, I'm also attending the Discourse and Writing in Canada conference, which is part of Congress for the Humanities and Social Sciences. This conference will allow me to expand my theoretical knowledge upon which pedagogies are based. Undoubtedly, this theoretical knowledge will help me develop new pedagogies for the teaching of reading and writing skills.
Of course, in addition to attending these events, my day-to-day teaching and workshops housed within Humber itself are excellent means of achieving my goal. I'm lucky to be part of an institution where learning opportunities are around every corner.
3. Growing the role of program coordinator
This year I took on the position of Program Coordinator, Remedial and Developmental (ESL) English. I have learned a lot over the past year, including how to accomplish day-to-day tasks like addressing student concerns, helping new faculty with their courses, and leading curriculum meetings. Now that I have my feet wet, I'd like to explore different ways in which I can grow the position and thus make a more substantial contribution to both my department and Humber as a whole.
In order to help me determine what I can do to develop the coordinator role, I have been attending the English Community of Practice. This community of practice is important because it allows me to learn what students' reading and writing needs are from the perspective of their program coordinators. When this type of collaboration happens, I am able to develop ideas to help reach out to other departments to create relationships that can benefit both students and faculty alike.
I have also recently attended a meeting with the School of Applied Technology. As a result of this meeting, I am now in the process of developing a new course for ESL students that addresses the reading and writing skills that they will need to be successful in a technical profession. To me, this is a fantastic way to grow the position of coordinator beyond the English department itself. It's important to make connections with other faculty and to see what opportunities there are to help students develop their reading and writing skills in new ways.
The PC Roundtable group is also helping me better understand the role of coordinator. The more I talk with other PCs, the more I understand some of the challenges we need to work through. By working through these challenges together, we are all able to redefine our roles as more collaborative than isolating. It's easy to become isolated in one's office as a coordinator, so these opportunities for collaboration are essential for breaking free from the "chains of the desk."
This year I took on the position of Program Coordinator, Remedial and Developmental (ESL) English. I have learned a lot over the past year, including how to accomplish day-to-day tasks like addressing student concerns, helping new faculty with their courses, and leading curriculum meetings. Now that I have my feet wet, I'd like to explore different ways in which I can grow the position and thus make a more substantial contribution to both my department and Humber as a whole.
In order to help me determine what I can do to develop the coordinator role, I have been attending the English Community of Practice. This community of practice is important because it allows me to learn what students' reading and writing needs are from the perspective of their program coordinators. When this type of collaboration happens, I am able to develop ideas to help reach out to other departments to create relationships that can benefit both students and faculty alike.
I have also recently attended a meeting with the School of Applied Technology. As a result of this meeting, I am now in the process of developing a new course for ESL students that addresses the reading and writing skills that they will need to be successful in a technical profession. To me, this is a fantastic way to grow the position of coordinator beyond the English department itself. It's important to make connections with other faculty and to see what opportunities there are to help students develop their reading and writing skills in new ways.
The PC Roundtable group is also helping me better understand the role of coordinator. The more I talk with other PCs, the more I understand some of the challenges we need to work through. By working through these challenges together, we are all able to redefine our roles as more collaborative than isolating. It's easy to become isolated in one's office as a coordinator, so these opportunities for collaboration are essential for breaking free from the "chains of the desk."