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Rosemary Arca Bronté Miller Kathy Perino Kate Smith

Pedagogy Matters! Refining Teaching Practice to Increase Student Success. Rosemary Arca Bronté Miller Kathy Perino Kate Smith. Funded by the Bill and Melinda Gates Foundation Project between The League, LaGuardia Community College and Knowledge in the Public Interest

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Rosemary Arca Bronté Miller Kathy Perino Kate Smith

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  1. Pedagogy Matters! Refining Teaching Practice to Increase Student Success Rosemary Arca Bronté Miller Kathy Perino Kate Smith

  2. Funded by the Bill and Melinda Gates Foundation • Project between The League, LaGuardia Community College and Knowledge in the Public Interest • Principal Investigators: • Gail O. Mellow, President, LaGuardia Community College • Diana Woolis, Co-Founder, Knowledge in the Public Interest • Gerardo de Los Santos, The League for Innovation in the Community College • Raise Basic Skills Pass Rates to 80% nationally. • Create a virtual community of practice linking high performing faculty to each other.

  3. The Project • Faculty working independently • Community built through virtual medium • Developed largely through faculty process

  4. There is no general pedagogy: only pedagogies, like horses, for courses. -Stuart Hall

  5. Questions/Dialogue • Think about a memorable lesson you taught or witnessed that was either very successful or very unsuccessful. Was the success of the lesson a product of content expertise or pedagogical expertise?

  6. Table Discussion

  7. Questions/Dialogue • Faculty must work with committees, campus organizations, and research in addition to teaching full loads. How can they effectively examine, reflect upon, and improve their teaching practice with such demands on their time?

  8. Table Discussion

  9. GSCC’s Theory of Change Innovation Tags

  10. What We Did: • Routines: The work processes necessary to achieve the changes in faculty practice that ultimately lead to an 80% pass rate. • Once a week evidence based reflective description • 3 videos • 3 Meta-Reflections • Pedagogy Circles • Tagging • Coaching Circles • Choice Events • Jams • Tools: What we used to make our work routine. • ePortfolio • Polilogue • Pathfinder

  11. Themes & Tagging: The catalyst for reflection • Themes were used to identify pedagogy patterns. • Tags were used to label these patterns within our ePortfolios. • Grouped according to domain • Instructional Values • Instructional Approaches • Instructor Qualities • 80% Inter-Reader Reliability

  12. Instructional Values • Enjoyment • Whole Person • College Transition • Comfort • Caring • Self-Efficacy • Inclusiveness • Time on Task • Differentiated Instruction • High Expectations

  13. Instructional Approaches • Community Building • Accessibility • Feedback • Reflection/Meta-Cognition • Structure in Presentation • Variety of Approaches • Mixed Learning Activities • Contextualization • Peer Engagement • Using Baseline Knowledge • Scaffolding • Connections • Higher-Order Thinking • Assessment • Technology

  14. Instructor Qualities • Persistence and Intentionality • Adaptability • Presence • Authenticity • Mastery/Expertise • Passion

  15. Think About Think of a lesson you taught that was particularly successful: • What did you do that promoted success? • What pedagogical elements made it successful? In other words, what approach(es) did you use that led to success?

  16. Share • Please take 5 minutes to share your successful pedagogical elements. • Please report to the large group any commonalities • http://www.wordle.net/create

  17. TAGS TAGS

  18. Peer Feedback

  19. Reflection

  20. A Pedagogical Pattern

  21. Rosemary Arca Bronte Miller Allocation of time in class as observed in classroom videos

  22. Kate Smith Kathy perino Allocation of time in class as observed in classroom videos

  23. Differential between GSCC Faculty & Others at Institution

  24. What Just Happened?

  25. How Can You Attend to pedagogy? • http://www.globalskillscc.org/ • e-Portfolios • Peer Discussion • Meetings • Blogs • Idea exchange • Routine Reflection • Professional Development • Conferences • Workshops • Peer Meetings • GSCC 2.0!

  26. GSCC 2.0—Join Us Individual Requirements: Be personally motivated and engaged with improving pedagogy. Show the capacity to be creative and scholarly thinkers Be scheduled to teach the final course of the developmental sequence at least once each semester of this project. (Fall 2012, Spring 2013)Have taught the final course of the developmental sequence at least twice in the last two years.Be available and committed to participate in all online work and face-to-face meetings including an online discussion sometime between July 8th-14th, 2012 and a face-to-face meeting in NYC on August 6th-9th, 2012. Use ePortfolio to document their practice. Submit 3 video snapshots of their classrooms as requested each semester.

  27. Application Available at: https://www.surveymonkey.com/s/GSCC2

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