Learning Outcomes
- Describe the characteristics of open pedagogy
- Use backward design to plan your open pedagogy assignment
- Define asset-based pedagogies, including culturally sustaining pedagogy and trauma-informed pedagogy
- Incorporate asset pedagogies into your open pedagogy assignment
- Be Awesome
WEEK 1
Wednesday, May 29 | 10 – 11:30am – IN PERSON
**Prior to meeting**
- If you’re not yet a member of the OpenLab (BMCC’s virtual campus), complete the sign up process (instructions)
- Create (or update) your OpenLab profile and add a photo or image (instructions)
- Introduce yourself on the Community Members page of our website (which also includes the OER/ZTC Course Redesign seminar)
Agenda
- Welcome
- Getting to know each other: postcard introductions
- Create a comp book led by Lisa Haas
- Where is the joy in your course? What are you and your students struggling with?
- “Fire” by Judy Brown
Please note: All remaining sessions will be held on Zoom (link sent in email).
WEEK 2
Monday, June 3 | 10 – 11:30am
**Prior to meeting**
- Choose the type of assignment (audiorecording/podcasting (example assignment attached), zine, public writing on the OpenLab, reviews, Wikipedia or other wiki, etc.) you would like to focus on and jot down ideas on this worksheet to bring to our next session on Monday, June 3.
- Continue the conversation (click on each link below to go to page where you’ll post a response):
Agenda
- Welcome & Questions
- Worksheet: What kind of assignment are you planning to design?
- Open pedagogy assignment pitches:
- Audio/podcasting – Chris Moss
- Public writing – Rachael Nevins
- Zines – Lisa Haas
- Wikipedia editing – jean
- “The Thing Is” by Ellen Bass
Wednesday, June 5 | 10 – 11:30am
**Prior to meeting**
- Read about open pedagogy
- Watch the Introduction to Open Pedagogy video (approximately 1 hour) and post a reflection response
- Complete prewriting (or this MadLibs-like version) for “Where I’m from” poem (note: This is to prepare us to write the poem, which we’ll talk more about on Wednesday)
Agenda
- What is open pedagogy? What are the components and/or characteristics of an open pedagogy assignment?
- “We Are of a Tribe” by Alberto Ríos
WEEK 3
Monday, June 10 | 10 – 11:30am
**Prior to meeting**
- Consider possible elements of open pedagogy assignments and post a reflective response
- Read about and apply backward design to your open pedagogy assignment
- Write a draft of your “Where I’m from” poem (or whatever variation you choose)
Agenda
- Open pedagogy definition and components conversation continued
- Applying backward design
- Posting Where I’m From poem to the seminar site
- “Kindness” by Naomi Shihab Nye
Wednesday, June 12 | 10 – 11:30am
**Prior to meeting**
- Continue drafting your assignment using backward design as/where it is helpful.
- Review Creative Commons licenses:
- Watch Creative Commons Licenses Explained (5 mins)
- Read about CC Licenses
- Bring questions about CC licenses to Wednesday’s session
- Create a post with your “Where I’m From” poem or other response on our OpenLab seminar site (how-to demo video, note: this was created for the January seminar, so ignore those references). If you prefer not to post your poem or other writing, post a reflection about how this assignment is affecting the way you think about the assignment you are creating for your students.
Agenda
- What was the experience of posting poem like? What are you hoping your students will experience?
- Creative Commons licenses
- “The Tiger” by Nael
WEEK 4
Monday, June 17 | 10 – 11:30am
**Prior to meeting**
- Read and respond to a student’s perspective on open pedagogy
- Explore and reflect on Universal Design for Learning (UDL)
- By Sunday, June 16 at 5pm, reply to the most recent seminar email and send a copy of your working draft assignment (can be in the email or an attachment). Your draft should include at minimum three sections as suggested in “Surfacing Backward Design” and which do not need to be complete (notes that will be fleshed out are fine (especially for “here’s how”):
- Here’s what I want you to do: I explain the task.
- Here’s why I want you to do it: I explain the reason this task will contribute to the student’s success in class and beyond.
- Here’s how to do it: I provide detailed instructions, rubrics, checklists, and exemplars to help students clearly see and understand my expectations.
Agenda
- Thoughts on student perspective
- Workshopping draft assignments – What do you need help thinking through?
- “Compassion” by Miller Williams
Wednesday, June 19
No seminar in honor of Juneteenth.
WEEK 5
Monday, June 24 | 10 – 11:30am
**Prior to meeting**
- Continue drafting assignments
- Add an audio version of your poem as comment to the post with the text
- Read and reflect on equity-centered trauma-informed education (chapter sent by email)
Agenda
- What do you need to get to a (near) final draft of assignment?
- “Small Kindnesses” by Danusha Laméris and the poem created by 1300 teenagers riffing
Wednesday, June 26 | 10 – 11:30am
**Prior to meeting**
- Reflect on a memorable prior assignment/activity you experienced as a student
- Continuing working on and review your assignment with the following in mind:
- Clearly connected to learning outcomes?
- Transparent in purpose and goals?
- Include student agency and choice?
- Is it culturally sustaining? Trauma informed?
- Appropriately scaffolded?
- Under which Creative Commons license will you release your assignment to other educators?
Agenda
- Wrap up
- Postcard reflection
- “Hands” by Moya Cannon
- So long and thanks for all the fish!
