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4.4 Discussion Board: Next Steps Reflection
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Posted by CUNY Mindset Initiative on March 11, 2024 at 10:55 amNow that you have explored other pedagogical frameworks in addition to learning mindsets, use this Discussion Forum to reflect on how you might like to incorporate or modify GPS with another pedagogical model. You can choose one of the ideas below, or use another concept altogether.
- Do you already employ Understanding by Design (Backward Design) in your teaching? How could GPS enhance your evaluations or assignments to promote stronger motivation and persistence for students?
- Is Anti-racist pedagogy a strong cornerstone of your teaching? How could you approach growth mindset in coordination with anti-racist principles?
- Do you already practice Writing Across the Curriculum in your teaching? How could GPS enhance your course to promote stronger motivation and persistence for students?
- Is Supplemental Instruction and embedded tutors an important component of your classroom? How could GPS afford embedded tutors and students a shared language for persisting?
- You may suggest any other pedagogical frameworks you would like to combine mindsets with.
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I have been teaching with CUNY for more than 20 years, and during this journey, I received extensive professional development training coupled with a strong teacher education background (from a flagship institution) enabling me to utilize knowledge and tools from understanding by design, writing as a process, applied linguistics, bilingual education, teaching English as a second language, multi-media education, multicultural education, comparative education, anti-racist pedagogy, writing across the curriculum, and mathematics across the curriculum for quite some time. More recently, I have been combining these approaches with computational thinking and equity principles to create more supportive environments for the diverse groups of students in my courses. One new idea that this training on growth mindsets has inspired me to try out is to add supplemental instruction as an important component of the courses that I will be teaching in the future, starting in the summer of 2024. In all, I am very appreciative of the opportunity to read fresh research perspectives on growth mindsets and the Socio-ecological outcomes model, which are timely, relevant, and meaningful to my work as a teacher educator. I remember one of my professors in graduate school stating, “You teach the way you were taught.” That statement has many implications for me because I endeavor to be an effective and impactful teacher coach.
Hi Jean,
I teach within the SEEK program at Queens College, which includes supplemental instruction as a cornerstone of the program. With solid training and a passion for helping other students, supplemental instructors/peer tutors can really make a difference in course outcomes for at-risk students! I have seen the best results when I stay in close communication with the SI about students and their needs and when I allow the SI opportunities to engage/lead in the classroom at appropriate times.
Your extensive background and commitment to leveraging a broad spectrum of pedagogical approaches are truly commendable. The integration of computational thinking and equity principles into your diverse teaching methodologies reflects a forward-thinking approach that addresses the evolving needs of today’s students. Your initiative to incorporate supplemental instruction, inspired by recent training on growth mindsets, is an innovative step towards enhancing student support and fostering a more inclusive learning environment. I used the same opportunity when I took this course in 2019. It is inspiring to see how you’re continually adapting and expanding your teaching strategies in response to new research and educational trends.
Seth Lehman’s experiences with supplemental instruction within the SEEK program at Queens College offer valuable insights into the practical application of this approach as well. His emphasis on the importance of close communication between instructors and supplemental instructors, as well as providing opportunities for supplemental instructors to take on leadership roles in the classroom, highlights key factors in the success of such programs and brings it to a different level. This collaborative model not only benefits students academically but also promotes a sense of community and mutual support within the classroom that I would like to replicate.
I use my 25 years of teaching to create and build positive environment for the students. I always start from the goal, and tell the students think about what you will do to achieve your goal. set your priorities, identify obstacles and focus to achieve the goals. I do encourage the students and give them opportunities to write, revise, and discuss their writing in their classes, but I teach phlebotomy and EKG, where very little writing involves. I do believe supplemental instructions gives more opportunities to the students to understand the materials better. supplemental instructions also help the students improve their soft skills.
Starting with the goal…I like that! Teaching phlebotomy and EKG seems like very mission-oriented coursework, so I’m wondering if you face the same student motivation issues that many others complain about. For example, I also prefer to teach my chemistry classes from the perspective that it’s not really about the content, but rather, about the pattern recognition skills students gain while learning the content. And it’s sometimes challenging to get students to make that connection when sometimes they’re just distracted by “will this be on the test?” I also wonder if maybe there are opportunities to integrate writing and mindset into the phlebotomy and EKG curriculum… I was surprised that when I looked, there were places for me to do so in chemistry.
I resonate deeply with both of your approaches. Starting with the end goal in mind is a powerful method to inspire students to envision their future and map out the steps to achieve their aspirations. This not only enhances their motivation but also sharpens their focus on overcoming obstacles they may encounter along the way.
Kevin, your point about integrating pattern recognition into chemistry classes and moving beyond the “will this be on the test?” mentality is something that can be transformative across disciplines, including phlebotomy and EKG. Although these fields require less writing, incorporating reflective writing tasks can aid students in articulating their thought processes and learning journeys. This not only helps them grasp the technical aspects more profoundly but also enriches their soft skills, which are indispensable in any healthcare environment.
The challenge of student motivation is omnipresent, and it’s interesting to explore how we can keep them engaged by connecting the skills they develop during the courses with their future professional roles. Highlighting these connections can provide a much-needed shift from passive to active learning.
I find that GPS mindset fits nicely with an emphasis on active learning in the classroom. If students are not spending all their time in class taking notes on lectures, but engaged in practice and discussion, they have an opportunity to practice growth mindset right in the classroom with the support of their instructor. If we learn best by doing rather than hearing, why not maximize the opportunities for hands-on practice and feedback in the classroom? I also see opportunities to build purpose and relevance in an active learning classroom through including real-life scenarios and class projects.
I incoporate tenets of culturally competent practice specifically the “platinum rule of communication”- that is ask others how they want to be treated. I also like to let students know that “they are my best teachers”- and everyone has a story- this encourages sharing, community building
Related to (1), a workshop I went to on teaching philosophy led by David Concepcion, who was also mentioned in the “Metacognition” article by Vanderbilt University’s Center for Teaching comes to mind. Dr. Concepcion got us thinking from the start about what students would remember from the class not just at the end of the semester, but years later – e.g. 5 years later.
This was a powerful way to start the workshop and something I try to keep in mind in my own teaching. What are students really getting out of the course? What do they take with them, not just in course content (which might be forgotten soon after final exams), but in their own self-perceptions related to growth, purpose, and sense of belonging? Will my class be one that helps them to move forward in their love of learning or hold them back?
How are some of you thinking of adding supplemental instruction? This was a new concept for me in this module and I’m curious about different strategies.
As I reflect on each prompt, I will also build in thoughts about how my syllabi and course design reflects a bigger part of the evolving mission in our School of Education. Our SOE has been working toward a vision of equity and advocacy in our practices for developing our teacher candidates, counselors and leadership candidates. My work has been to develop this within my own courses and to plan for my teacher candidates to be well-prepared, confident and skilled in the field.
I am in the process of continuous learning on how to bring in structures that also develop teacher candidates to be clear about learning outcomes in the beginning, so that they can work within the structures of own professional spin on our SOE syllabi. I have designed courses and programs based on state requirements for licensing, but have always added the special sauce of promoting innovation, autonomy, creativity and self-care within those courses. Our School of Education has been highly focused on equity and advocacy. I build my syllabi on a combination of equitable practices inclusive of anti-racist pedagogies and understanding of the diverse learners that teacher candidates will eventually teach. Some teacher candidates may not currently work in the field or may be teaching outside of the city. I have to address teacher learners in all stages.
My backward design also incorporates play-based pedagogies for teacher candidates and their learners. I find that teacher candidates need the see the joy in the process and to feel like the course is fun.
Writing is an essential component of all courses that I teach. Since both courses are literacy-based, there is writing built in the course. Finally, supplementary work is a part of the work that is built into my courses to a point. I scaffold in teaching of the initial work in my assignments and projects. I assign peer leaders and students to work in peer pods. Also, I offer individual help in office hours. There are teacher candidates who need additional support with content such as academic writing or math. I refer them to the writing center or the math center at Hunter College.
I plan to integrate GPS with anti-racist pedagogy into my course in several ways. From the first day of class and throughout the semester, I will intentionally use language that reflects a growth mindset. For instance, I will encourage students to think in terms of “not yet,” normalize seeking help, and view failure as an opportunity for growth. I will also emphasize that the course and their career paths are marathons, not sprints.
Moreover, I am committed to creating a learning environment that values diversity, equity, and inclusion. When teaching content such as social determinants of health, I will incorporate GPS and anti-racist pedagogy by recognizing, responding to, and resisting the re-traumatization of students affected by racism. I aim to foster empathy and create opportunities for students to share their experiences, promoting connections and community. Together, we will build a supportive and inclusive learning community.
This workshop has provided me with valuable strategies that I plan to implement in both my professional and personal life. I am now more focused on GPS. I am grateful to everyone who has contributed to this enriching experience, which is driving change in the classroom and utilizing student-centered strategies to enhance academic success.
As to anti-racist pedagogy, for a course I teach about every two years, I recently jettisoned a textbook I had used many times previously (excellent, but it had gotten ridiculously expensive; I had always allowed students to skip the latest edition and use a cheaper older version of the book, nut those used copies were becoming harder to find). It was an interesting experience in starting from scratch in terms of reading materials, but with what I thought was a tried and true clear set of learning goals. I used the opportunity to dig into some of the recent literature on the course topic, and prioritized choosing articles by early and mid-career scholars, being mindful to include authors who represented an array of racial and ethnic identities and strove for gender parity. Sure, I retained a few readings that are go-to greatest hits of my field, but fewer than in the past. I found that students were more curious about who the authors were, and how they came to write these words. Dropping the textbook also gave me opportunities to discuss with students the different types of texts being assigned (a chapter from a textbook, news articles, academic journal article, long-form investigative journalism; reviews; etc.), in itself an exercise in media literacy.
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