Thanks for sharing! I love your approach of having each group member describe how critical pedagogy is used in their field. I was particularly intrigued by M.K.’s idea of “learning languages”. It’s true that each student will have a preferred way of learning. If students aren’t asked directly, then these learning languages can be difficult to identify in a purely lecture-based classroom. I agree that knowing this information would allow you to better address the students’ needs. I was also very interested in Aamaya’s recount of his conversation with his colleague. I have struggled with the idea of working in a laboratory to gain more experience before returning to teach. That wealth of knowledge and experience would be very beneficial to students. Though, I like how Aamaya points out that an instructor doesn’t need direct experience to facilitate deep conversations in the classroom. I look forward to discussing this more in class this evening.

Thanks for sharing Table 3. I loved the attached YouTube video from Maloney High School in CT. It made me feel inspired and hopeful about teaching in a student-centered classroom. You mentioned several times that large class sizes are counterproductive to critical pedagogy. Unfortunately, at large universities small class sizes just aren’t an option. However, I just recently sat in on a large (ca. 100 students) chemistry class and the instructor’s student-centered approach seemed to be well received by the students. There were clicker questions. Students were invited to ask questions often and the questions were thoughtful. It was fun to witness some of the pedagogical strategies that we’ve been discussing in GEDI being used in a classroom.

Thanks Table 5 for sharing all of your visions of critical pedagogy! I found Patrick’s cognitive map most intriguing. I really like how it captures your identity as a computer scientist and it demonstrates your thinking that critical pedagogy requires there to be an open discussion between teachers and students where all participants can be asking the same questions. In other words, at the table, everyone can be the teacher and everyone can be the student. I look forward to discussing these images in class on Wednesday.

Hey Farha, I wouldn’t say I explained it better. I just needed to use more words to explain it to myself. Again, really insightful post!

Hey Leslie,
Great post! Thank you for sharing your experiences in the classroom dealing with controversial subjects. I am curious to learn how the conversation in your classroom is effected by your implementation of Arao and Clemens’ suggestions. Also, did you have any surprisingly deep conversations with your 12-year-old summer students?

Hey Mary,
Thank you for sharing your story. I found your visuals really informative and helpful for communicating your experiences. I think your last paragraph says it all, we need to include ablism in the conversation of inclusive pedagogy. I don’t think this is something that should be shared in private, it’s something that needs to be discussed more openly. People need to be more aware and more informed about invisible illnesses and how people live with them. I hope you shot back at your professor for their lack of empathy and put them in their place.

Great post! I like how you acknowledge that in order to create a welcoming, safe, and nurturing environment for your students you need to first recognize your own implicit biases and maintain a clear, unbiased perspective. I agree that this is both important and sometimes challenging. The questions you’ve provided are also great. I think it is interesting and insightful that you start with the question of “What are my values?”. My thinking on that question is that it is important to consider your own opinions about something and why you hold those opinions before you can consider someone else’s perspective. Is that consistent with what you were thinking?

Hey Diana,
I had know idea that any department put so much emphasis on preparing their GTAs to teach. I really enjoyed learning about your department’s mentorship program. I wish my department took a similar approach for the graduate students that are interested in becoming future faculty. Thank you for sharing, this is great!

Hey Remy,
Great post. I like that you point out how rapport with your students is essential to the learning process, and that sometimes that means changing how you interact with certain students to establish a better rapport. I also agree that no matter what, you still have to be true to yourself.

Hey Kathleen,
Really interesting post and a fun read. I really like your comment that “Grades are a motivator, yes, but they can also motivate laziness. A student can be motivated to get the lowest grade possible to pass. That, inherently, means the student is not motivated to learn; they are motivated to get by.” It reminds me of when I hear students talk about what grade they need on the final to get a certain letter grade in the class. What a waste of time and how disappointing that the students care more about getting a certain grade than understanding the course material. I think this week’s GEDI class is going to be very exciting. I’m looking forward to our class discussion.