Though we have not used McGuire’s text in our seminar she is a leader in metacognition and her work is important to our student’s development. Consider “attending” this webinar: Stylus, McGuire
https://stylus-author-webinars.teachery.co/saundra-mcguire
I came across this article and thought I wold share it. Does anyone use reflection in class on a regular basis?
What is True? Is it what we see? What we hear? What we learn?
Your participation during Friday’s seminar contributed to a vibrant learning environment, one I hope will inspire you to take your own students out of your traditional classroom setting. As stated by Gregory Smith in Place-Based Education: Learning to Be Where We Are,
“teachers in such settings act as experienced guides, co-learners, and brokers of community resources and learning possibilities. Their expertise lies not so much in their stored knowledge – although this is important – as in their capacity to help students acquire the skills and dispositions of effective learners. (2002, p. 593).
To me this quote exemplifies how faculty can and should challenge their own teaching practices and venture outside of the classroom with students and seek to develop their student’s knowledge and desire to learn. To complete our place-based learning activity, reflection is most beneficial, and some, including me, argue necessary. To practice reflection, I ask that you provide two forms of reflection for Friday’s activity. First, one person from each group should post your stakeholder’s position on the proposed waterfront greenway along Second Avenue near Industry City, connecting Red Hook to Sunset Park and second, post your own personal reflection.
For the group reflection, log into the OpenLab and create a new post on our OpenLab site, choose the category “Industry City 2018” and provide the information that was asked during the activity (see below).
The name of the people in your group.
Your stakeholder.
Who benefits, who loses, what is won, what is lost, what is the cost?
State your stakeholder’s position.
For your own personal reflection, review Edutopia’s 40 Reflection Questions for the Classroom and choose two reflective questions. Log into the OpenLab and create a new post on our OpenLab site. Write the question you chose and then write your response. It would also be a beneficial practice to respond to another person’s post.
For more information about PBL in general or about the specific requirement to leave the classroom with City Tech students, take a look through the PBL page on the our OpenLab Site as well as the PBL page on the Faculty Commons Site.
I look forward to reading your reflections.
If you were intrigued about the Brooklyn Waterfront during our last session you would value the BWRC conference, see the information below.
The Brooklyn Waterfront Research Center presents
its Annual Spring Conference
Friday, April 20th
9:00am – 4:00pm
Brooklyn Borough HallÂ
Click here for conference information & registration.
Free admission; registration required.
I came across this article during a different research project and thought some members would find inspiration from the information (and it is authored by a colleague from CUNY). Through communication and service learning, Prof. Minei is bringing ethical reasoning into her course work.
http://insightjournal.park.edu/wp-content/uploads/2016/07/7-Minei.pdf
What drives humans to creative and to innovate?
Well, this podcast explores just that question. Start at the 30 minute mark of the podcast to listen to Anthony Brandt,  Rice University music professor and David Eagleman, Stanford neuroscientist.Â
Student’s discussions about learning are important in many ways. This article shares some ways in which metacognition is important to learning.
I came across this document. I use reflection in all my courses and workshops. How do you use reflection in your courses?
https://www.edutopia.org/pdfs/stw/edutopia-stw-replicatingPBL-21stCAcad-reflection-questions.pdf
http://www.aacu.org/meetings/webinar/assessment-that-empowers
Online Webinar
Cost: Free for AAC&U members; $100 for non-members
Register
Assessment doesn’t have to be a dirty word. This webinar, presented by AAC&U, will provide practical techniques, strategies, and use cases that demonstrate an approach to assessing student learning that promotes innovation and enables creative practices for marrying teaching and learning with authentic assessment. Panelists will provide unique perspectives on how to engage faculty and students in the assessment process in meaningful ways, and outline their experiences across a wide range of institution types, learning environments, and disciplines.
The webinar will highlight On Solid Ground, which outlines the first two years of data collection for AAC&U’s VALUE (Valid Assessment of Learning in Undergraduate Education) initiative, a nationwide project that examines direct evidence of student learning. The VALUE initiative presents a unique approach for colleges and universities that – while methodologically, philosophically, and pedagogically complex – situates defining and measuring the quality of student learning within the learner-faculty relationship, at the course level, without sacrificing questions of rigor.
Panelists will lead a robust discussion of how the VALUE initiative and resources can empower and support faculty to embrace imperfection and take risks by experimenting with pedagogical innovations on their campuses.
Panelists:
Moderator
Terrel Rhodes
Vice President, Office of Quality, Cirriculum, and Assessment
and Executive Director of VALUE, AAC&U
Cassandra Broadus-Garcia
Associate Professor of Art Education
Central Connecticut State College
D. Alexis Hart
Associate Professor of English and Director of Writing
Allegheny College
Steve Hartlaub
Spanish Instructor
Inver Hills Community College
The OpenLab is an open-source, digital platform designed to support teaching and learning at City Tech (New York City College of Technology), and to promote student and faculty engagement in the intellectual and social life of the college community.
