First, I loved the video!

Second, I really enjoyed the different techniques presented to incorporate critical pedagogy in different fields. I personally find it challenging incorporaate critical pedagogy into mySTEM field, but the ideas in the post really enhanced my perspective! thank you all

These are really interesting questions Robin.
In order:
1. While I think you can add the copyright info to any document at anytime, if you were to sue someone for infringement, you wouldn’t have much of a case without official documentation. (I may be wrong though).

2. The only benefit I could see is preventing the assignments from being widespread online, where anyone can manipulate and twist the content beyond its original purpose. However, I believe this is in direct opposition of the principals of open-access: to make all information free and available to the public.

3. This is tricky. If he refuses to add the copyright, it could cause waves at work. If he adds the copyright, it denies the public from the information. However, without any legal documents, the copyright is essentially useless and can still easily be shared, so I would just add it and carry on.

Hey, great post and infographic! I also catch myself thinking of inclusion as a race/gender issue when it’s so much more than that. I often forget about the less visible components of it like disabilities. For a long time I had trouble focusing in long classes and was easily distracted. It was several years before teachers realized that I wasn’t a troublemaker or uninterested in the work. Hopefully, we can start tailoring teaching/learning to the individual, so they can perform better in class.

Hi, you’ve given me some great tips on being more comfortable as myself in the classroom. I teach a lab class at Tech and find that while the students are growing more comfortable, some will come to office hours and will either be cautious to ask any questions or simply want the straight up answer without working for it. It becomes challenging to ask them anything and try to teach them without talking”at” them. Any ideas?

Hi, great post! I especially like the connections between the Dan Pink video and grading in the school systems. Do you think that the reward/incentive based system could potentially replace modern day grading? Or would an feedback/evaluation style be more appropriate? And if you prefer the evaluation style, is there a way to fairly evaluate individuals who learn differently than others?

Interesting perspective ! I am curious to know how, in a homeschool or grade-less setting, does one know if they have successfully learned the content? Are there set concepts that must be understood and explained by the students? Projects? Portfolio-style?

Interesting experience! Sounds like a very enjoyable class. So you think such a class can have applications in all fields? I personally think a long-term project with evaluation would be more useful to critique student learning than traditional grading, especially if trying to groom students for graduate programs.

In my opinion, the best way to combat anti-learning is with discussion-based classes. The Future Professoriate class and contemporary Pedagogy class are great examples. I’ve learned so much through simply sitting with my peers, engaging in conversations, healthy debate, and views from different perspectives all without a single exam, homework assignment or taking notes. There are some concerns with this style: one can argue do these style classrooms have the same effect in subjects such as microbiology or college algebra. After all, there is only so much conversation one can have about prokaryote structure or polynomials. What do we do when the classes are more rigid in their interpretations of the content?

It might not be the best approach, but inserting humor into a lecture has been known to keep mine and some of my colleagues interest, although it doesn’t come naturally to some of us. I think utilizing interactive tools like the mentimeter or multiplayer thumb wrestling exercise are a great way to get students involved while keeping the content relevant. I think we can best increase mindfulness by engaging with students rather than talking at them.

I agree! Learning to memorize test questions and answers starts very early. I remember in grade school, we had a standardized test for reading comprehension every year. Each year the questions and answers were exactly the same and even appeared in the same order. After a while, I didn’t even really read them, I just circled the right answer. We have to change the conventional method of teaching to something that encourages learning and application, not memorization.