Choose a postcard that reflects your values and/or teaching philosophy. Which postcard did you pick? How does the work you are doing on the OpenLab reflect the values or philosophy reflected in the postcard? Leave your thoughts in the comments below before our session on Thursday, June 15. Feel free to respond to your colleagues’ comments.
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I chose the door or chest with a lock on it, like Judy, and for somewhat similar reasons. I’ve always sought to help students discover the joy in learning, as cheesy or cliche as that sounds. But once unlocked, that desire really blossoms into a lifetime of exploration. We just need to find that “in” or door or chest, whether it be a particular discipline or object of knowledge or form of inquiry.
The postcard that I chose depicts an image of graffiti with the words, “Tomorrow Starts with Yes”. I feel that this postcard connects to my teaching philosophy and values because I believe strongly in instilling a sense of hope and empowerment within my students. I find that many of my students arrive to my English classes with a negative perception of both education and professors/teachers. I want my students to feel empowered and capable and that I am there to support them and encourage them on their educational journey. Some of my students feel so discouraged and lacking in confidence that they struggle to complete any assignments and feel insecure in their abilities. I want them to feel supported and appreciated enough to take a leap and try working on developing their reading, writing, and critical thinking skills.
The postcard that best reflects my values and teaching philosophy is the postcard with the lightbulb. Being in a field centered on the visual medium, cultivating an environment that fosters freedom and opportunity to think outside the box is best and what I strive to provide. The phrase “a light bulb just went on in my head” comes to mind. The lightbulb represents an idea, feeling, choice, and a sudden epiphany. The metaphor can signify a moment of inspiration or insight.
My class aims to give students the tools to embrace those lightbulb moments. I aim to facilitate an environment that enhances students’ technological education and nurtures their creative vision. My objective is to aid students in translating their ideas from pen and paper to an actual visual medium. I also embrace an open communication policy in my class, encouraging students to express their concerns or issues. As a result, I hope to create a space for many “lightbulb” moments.
The postcard I chose is the leftmost in row 2, of Mary Jackson at NASA, who most people know from Hidden Figures.
Part of why I began and continue to teach computer science is because of the gender gap in computing. In a way, I hope that in the microcosm of our classroom, I can help steer the image of what a computer scientist should be away from the typical one that comes to mind. Our students come from many different backgrounds and may be part of an underrepresented group or but they will represent part of the workforce in our field in the future and will be working with others in underrepresented groups.
Students in the computer science major must take many programming courses and once they get their feet wet and determine that they are interested in the field, I hope to help them realize their potential and develop their skills, and keep going after what they’re interested in.
I also considered Rosie the Riveter.
I chose the postcard with a lock on the door. I think “classical music” has a stigma that turns away many students from even attempting to listen to it. When I explain the story behind a musical work or how it was crafted, I am attempting to “unlock” their preconcieved notions of classical music. Fundamentally, music does not have borders, genders, or even hiearchy of listeners. It speaks freely to all of us, and especially today, we have access to almost anything we’d like to hear. I see myself as a teacher who unlocks the mystique to invite the students in.
I selected the postcard with the big and small elephant with the small elephant following behind the big elephant. This aligns with my teaching philosophy of leading and supporting student learning needs while they are enrolled at our institutions. We are their guides, their support, and mentors, and they follow our leads while they learn to build and grow their own independent minds and set the path that each of them would like to follow to get to their ultimate destination in the future.
I liked the imagery and positivity of many of the postcards, but I think, like Eliot, I’m not sure any of the cards reflect my teaching philosophy. I am not patient like Buddha or wise like an elephant nor as colorful as ornaments or chairs. These days, I try to impart to students that the works we study from the past do not necessarily remain there; they are still being renewed or evolve into other pieces of music or multi-media work. I would like students to believe examining historical musical structures have much closer relations to how we continue to still borrow and receive influence from the past. That being able to discern musical style and form are useful skills in helping them more clearly define their own aesthetic choices. Music is not only just an atmospheric condition but that it edifies, restores and makes us uniquely human. I would like them to consider thinking about the music that they like with a critical eye and with the breakdown of how the elements of music work, help them to listen differently and more critically. I want to guide without too much interference to try and help them formulate a ‘better’ understanding of musical taste. I would also like to be more mindful of these asset-based pedagogies to help breakdown some of the colonialist ideas about superior cultures or even also for myself, release my own pre-conceived ideas about some artistic hierarchies.
I like a lot of these but those doesn’t resonate for me. I assume the same would be true of any diverse group. For that reason, I’m gonna cheat and say that I would like the students to be able to use the OpenLab and LMS to help them pick their own postcard. … I guess that prompts the question of how to emphasize this flexibility and variability while still keeping the site simple and informative. One way would be to embrace WP, but I think it certainly means more than that.
Aspects of Open Pedagogy which Align with my Teaching Values in Course of General Astronomy for Non-Science Students
Vasiliy Znamenskiy
https://docs.google.com/document/d/10OK0XeAHxozFOIj6rNDoGbcP9ttOF0MpQdZSFqUAJvk/edit?usp=sharing
When teaching General Astronomy for nonscience students, several aspects of open pedagogy align with my teaching values. Here are the aspects that resonate with me and how I might enact them in my General Astronomy course:
Emphasizing exploration and inquiry: Instead of strictly defining a minimum set of knowledge, I would encourage students to explore a wide range of astronomical concepts and phenomena. I would provide them with resources, such as textbooks, articles, videos, and online databases, allowing them to delve into topics of their interest. This approach promotes curiosity and critical thinking.
Encouraging the use of modern sources of information: I would guide students in utilizing various modern sources of information, including online databases, scientific journals, and reputable websites. By doing so, they can access the most up-to-date and relevant information about General Astronomy. I would also teach them how to critically evaluate the reliability and accuracy of the sources they encounter.
Fostering critical thinking skills: With the freedom to seek information, students must develop critical thinking skills to discern accurate information from misinformation. I would incorporate activities and discussions that encourage them to analyze and evaluate different perspectives, theories, and evidence in General Astronomy. This would enable them to make informed judgments and strengthen their critical thinking abilities.
Supporting multiple ways of thinking and expression: Recognizing that students have diverse learning styles and preferences, I would provide opportunities for them to express their understanding of General Astronomy using different modes. This might include written assignments, visual presentations, group projects, or even creative endeavors like creating songs or artwork related to astronomical concepts. Allowing students to choose their preferred mode of expression can enhance their engagement and deepen their connection with the subject matter.
Collaboration and community engagement: Open pedagogy often promotes collaboration and community engagement. In a General Astronomy course, I would encourage students to work together on projects, discuss concepts in study groups, or even engage with the wider community by participating in citizen science initiatives or attending General Astronomy-related events. Collaboration and community involvement can foster a sense of belonging and promote a richer learning experience.
By enacting these aspects of open pedagogy in my General Astronomy course, I aim to create an inclusive and engaging learning environment where students have the freedom to explore, question, and construct their knowledge while developing critical thinking and communication skills.
Examples of Student Research Projects:
https://www.facebook.com/groups/GeneralAstronomy/posts/1426489964513020/
https://www.facebook.com/groups/GeneralAstronomy/posts/1016269512201736/
https://www.facebook.com/groups/GeneralAstronomy/posts/607866946375330/
https://www.facebook.com/groups/GeneralAstronomy/posts/1546676455827703/
I chose the postcard that reads “Your friend” because it aligns perfectly with my approach as an educator on the OpenLab. Throughout this course, my goal is to provide my students with comprehensive resources and guidance. I am not just the instructor; I am here to learn alongside my students and offer assistance whenever needed. Don’t hesitate to reach out, ask questions, and seek my support. Together, we can cultivate a collaborative environment where we work and grow as friends.
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