CTLgrads Learning Communities
CTLgrads Learning Communities are interdisciplinary three-part series on teaching and learning topics, designed and co-facilitated by CTL Senior Lead Teaching Fellows. By participating in these deeper multi-session discussions of the teaching literature with other graduate student instructors, you will develop new frameworks to innovate your teaching. This fall, LCs discussed metacognition, technology, and interdisciplinary approaches to teaching. Spring 2018 topics will include inclusive teaching and approaching controversial topics in the classroom.
Interdisciplinary Teaching and Learning
It is both a virtue and a challenge of the liberal arts system that our classes are composed of students pursuing a variety of majors with varying levels of preparation in our particular field. How can we motivate students who enter our classroom with different learning goals than we might have for them? How can a greater awareness of teaching and learning practices in other disciplines inform and improve our teaching? Led by Senior Lead Teaching Fellows Liz Bailey (Chemistry) and Alex Fabrizio (English), this three-part series provided readings, discussion, and strategies for thinking beyond disciplinary approaches to help you diversify your own teaching and better engage students with different backgrounds. Conversations ran from 2 – 3:30pm on Tuesdays October 17, October 31, and November 14 in Butler 213.
Disciplinary Assumptions: This first session cultivated our interdisciplinary awareness as instructors. As a group, we discussed and compared our discipline-specific assumptions, expectations, and teaching practices. We began to consider how we can reinvigorate our own teaching practices through connections and cross-pollinations.
Cross-Disciplinary Techniques: This second session focused on engaging the diverse students in our classes by considering varying student expectations and definitions of success. During the session, we identified transferable skills across the curriculum, such as writing and visual awareness, and explored how these skills can be fostered in our own classes.
Your Interdisciplinary Classroom: In this final session, we workshopped specific ideas and lesson plans that incorporate the ideas of interdisciplinarity developed in the earlier sessions. We encouraged participants to bring in new ideas for lesson plans; in addition, we examined model lesson plans and provide feedback.
On Metacognition: Owning Our Learning
The reflective component of pedagogy is critical for both teachers and students, but it is often neglected in the classroom. This learning community focused on how metacognition can be effective in maximizing our teaching and learning skills. Metacognition is an active learning technique involving thinking about one’s own thinking. Thus, metacognitive practices empower students and teachers alike to take ownership over learning. Led by Senior Lead Teaching Fellows Braden Czapla (Mechanical Engineering) and Almu Marin-Cobos (LAIC), this three-part series addressed the many roles metacognition assumes in a learning environment. Conversations ran on October 2, October 16, and October 30 in Butler 213.
How People Learn: #HackingMetacognition: For the first session, we unpacked the meaning of metacognition. We focused on the research surrounding metacognitive learning, such as the benefits of self-reflection and giving students agency over learning, and what happens when students are lacking in self-awareness of their own knowledge.
Take a Stand: Metacognition in the Classroom: The second session delved into the use of metacognitive practices as teaching tools. Short classroom roleplays were used to demonstrate how they may be used in classrooms of all disciplines.
The Doppelgänger: Projecting your Teaching Practice: The third session explored how metacognitive practices can be used to better communicate our approach to teaching and how to craft a virtual persona. In particular, teaching statements were discussed.
Spring 2017: Learning Communities
Activist Pedagogy in the Trump Era
For better or worse, the 2016 election brought sensitive issues into our classrooms to unprecedented degrees. For the next four years, how can we help our students across disciplines grapple with–and remain conscious of–ongoing political conflicts in the Trump era? This three-part series will address strategies for graduate students who are interested in exploring innovative pedagogies inspired by activist-scholars in their classrooms and beyond.
The first session will explore methods for consciousness-raising in the classroom, particularly within the confines of departmental and curricular constraints. The next session introduces participants to innovative pedagogies inspired by activist-scholars like bell hooks, Augusto Boal and Paolo Freire. Participants will come away with concrete tools and assignments useful for classrooms across disciplines. In our final session we will workshop materials for the job market, focusing on how to frame your own politically conscious pedagogy in teaching, diversity and mentoring statements.
Columbia International: Cultural Diversity Among Teachers and Students
National and cultural origins shape the norms and expectations that we bring to the classroom, and can inflect styles of classroom interaction, learning practices, and shared understandings of grading and feedback. Understanding these differences is key to establishing a shared framework for successful learning. In this learning community, participants will meet for a three-part series to explore the benefits for student learning that arise from an instructor’s ability to draw on a diversity of knowledge and experience in the classroom, and to assess the challenges that arise for teachers in preparing their classes while avoiding hasty assumptions regarding shared prior knowledge. Teachers of all class formats (content classes, language classes, etc.) and nationalities are invited to join, contribute to, and benefit from the insights shared in this Learning Community.
Fall 2016: Inclusive Teaching
Role Play and Inclusive Teaching
Friday, October 28
Concepts, Challenges, and Strategies
Tuesday, November 1
Tuesday, November 15
Location: Butler Library, see registration links for specific locations
We know that making our classrooms more inclusive provides better learning outcomes overall, but how do we put an inclusive teaching philosophy into practice? This three-part series follows the CRLT Players’ performances (pictured) on October 27. The post-show conversation on October 28 will reflect on issues raised during the shows. The next session will consider concepts, research, and challenges related to implementing inclusive teaching. The series ends with a session focused on considering creative ways of incorporating role-playing in class to uncover, broaden, and deepen multiple perspectives.
Addressing Race and Gender Bias in the Classroom
Wednesday, November 2
Wednesday, November 9
Wednesday, November 16
Location: Butler Library, see registration links for locations
This is a divided time in the US, but it doesn’t have to be a divided time in our classrooms. What is an inclusive classroom and how can we create one? In this three-part series, participants will tackle issues related to implicit bias and diversity in the classroom, and come up with strategies to overcome challenges of inclusion. Participants will engage in discussions and activities focused on race and gender inclusion in their own classrooms, develop strategies for creating a better learning environment, and learn to assess and track their own classroom inclusivity.
Any questions? Email CTLgrads@columbia.edu.