Critical Consumption Beyond the Syllabus
Three resources to offer how students can critique their world.
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Three resources to offer how students can critique their world.
“In Chemistry, anytime you can get students to do chemistry themselves, it’s like magic, and then when they’re explaining and they realize they can understand why it’s happening, it leads to really great insight. I really do think of it like magic. They’ve seen the wizard behind the curtain.”
“It’s not enough to say ‘don’t do this’; we need to help give students identity and meaning apart from status, and I think teaching about citizenship and civic engagement is a phenomenal way to do that.”
If students learn more from succeeding than failing, how can we reframe what it means to fail?
Three resources to help you create safe spaces for queer students.
What do peer-generated questions accomplish in the learning process… and what are their limitations?
Three new (and old) calls to embrace, invigorate, and develop reflective practice.
“I always want for the kids in my classes to feel like that: heard, seen, and known.”
“Teaching the skill of having conversations about identity is different than teaching the skill of how to apply a math formula to the real world. You can’t apply formulas to an identity. We, as educators, have to be comfortable with fumbling through conversations and not having all the answers and having to model what it’s like when you say the wrong thing or learn something.”
“Every once in a while, I wander and look in other people’s classes: I’d like to see what people are doing in other disciplines. How do they handle their lessons? How are they arranging their desks and table? I just ask.”