4.4 Discussion Board: Next Steps Reflection

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  Posted by CUNY Mindset Initiative on March 11, 2024 at 10:55 am

  Now 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.

  1. 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?
  2. Is Anti-racist pedagogy a strong cornerstone of your teaching? How could you approach growth mindset in coordination with anti-racist principles?
  3. 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?
  4. 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?
  5. You may suggest any other pedagogical frameworks you would like to combine mindsets with.

• Weiheng Sun (he/him/his)

  Member

  March 26, 2025 at 1:23 pm

  WAC principles have been used in my teaching, which emphasizes scaffolding, the process of learning, and welcomes revision, peer and collaborative works. I think it would also be good to include some writing exercises to reflect on the purpose of their learning and making some meaningful connections.

  Also, I found Kyoko Kishimoto’s article about anti-racist pedagogy helpful. She discusses “an anti-racist approach to teaching and course delivery that seeks to (1) challenge assumptions and foster students’ critical analytical skills; (2) develop students’ awareness of their social positions; (3) decenter authority in the classroom and have students take responsibility for their learning process; and (4) empower students and apply theory to practice; and (5) create a sense of community in the classroom through collaborative learning. Anti-racist pedagogy focuses on the process of learning, not necessarily making students reach a uniform and prescribed outcome” (546). Some points such as bullet point 3 and 5 have some overlapping with purpose and relevance, and sense of belonging. I’d love to include more materials on race and racism in my teaching, and work with students to challenge the assumptions we have taken for granted.