Before the Zoom session on Wednesday, July 29, watch the video below, in which Robin DeRosa and Rajiv Jhangiani introduce the idea of open pedagogy. The video is about one hour in length and is set to start at 3:12 to bypass an introduction to the webinar series. Another option is to read this introduction to open pedagogy.
Reflection
Write a brief response to the following questions:
- After watching the video and/or reading about open pedagogy, how would you describe open pedagogy to a colleague (in a couple of sentences)?
- Jot down a one-sentence description of your teaching philosophy or one aspect of your teaching philosophy. Or if you’d like to up your game, respond to this in the style of the #4wordpedagogy challenge on Twitter (e.g, from @mchris4duke: “Who’s missing? Teach that” or from @njlightfoot: “Learning often means unlearning” or from @amyburvall: “less testing, more questing”).
- Where does your teaching philosophy or #4wordpedagogy intersect with open pedagogy? How are they related?
If you would like to share your ideas with your CUNY colleagues, you can post your responses to these prompts in the comments section below.
Note: Your name, but not your email, will appear with your comment. Feel free to use only a first name or a pseudonym if you prefer. You may also want to include your college after your name so that colleagues looking for compatriots can connect with you. The first time you post a comment, it will be held for moderation.
52 thoughts on “Exploring open pedagogy”
Open Pedagogy is a combination of students’ contribution, instructors’ openness to students’ contributions, and OER’s unlimited possibilities. It gives the chance to re-create, re-consider, and re-write curricula with the freshness and contemporaneity of minds.
How would you describe open pedagogy to a colleague (in a couple of sentences)?
Open Pedagogy is a practice that is based on renowned pedagogical theories to build Open Educational Resources and engage students in the creation of knowledge collaboratively while using technology. The purpose of this practice is to help students to light the economic burden of obtaining textbooks in higher education.
Jot down a one-sentence description of your teaching philosophy or one aspect of your teaching philosophy.
A good pedagogical practice is one in which students learn to learn collaboratively, and the teacher remains in the background, as support.
Where does your teaching philosophy or #4wordpedagogy intersect with open pedagogy? How are they related?
When students support each other to learn, it is the same principle of collaborative knowledge creation that is used in Open Pedagogy.
Open pedagogy is justice-informed education praxis that seeks to democratize higher education and make accessible academic spaces and materials. In open pedagogy, students are positioned as co-creators, not passive consumers, of knowledge.
In my classroom, I often seek to engage students in issues of justice and diversity through reading and analyzing popular forms of literature and media. Through discussions, my students and I work to identify how narratives, on the one hand, are shaped by and reproduce social hierarchies but on the other hand also function as spaces that expose, interrogate, and refuse structures and forms of oppression.
I think Open Pedagogy can help me further meet my teaching objectives. I often still lean on the banking model of education because it feels convenient and “easier.” I realize that I resist open pedagogy exercises because I am afraid of ceding my authority in the classroom. If I really want to commit to a democratic, just classroom, I think I should truly “open” my classroom to my students.
Open pedagogy emphasizes social justice, the value of shared knowledge creation, and educational access to foreground the question: what are the variety of barriers standing in the way of students’ learning? In response to this question, proponents of open pedagogy develop approaches to learning that encourage collaborative, creative, engaging, learner-driven experiences in place of more traditional, often top-down assignments and assessment tools.
#4wordpedagogy:
Learning together trumps teaching.
You write, I write.
Why should they care?
Who’s not invited yet?
Intersections with open pedagogy:
I believe in collaboration and in learning as a shared, creative process. I think a lot about access (to school, to materials, to voice) and what’s standing in the way of my students’ engagement, buy-in, and success. And I think about how they would define that success for themselves.
The basis of Open Pedagogy is the commitment to accessibility, learner driven relationship to learning and connective learning. These are three very important aspects of teaching students in an introductory class. There are also specific topics that need to be discussed over a certain number of class meetings. My understanding of he purpose of the professor is to best display how to reach the Learning Objectives through the semester. I hope to better understand the topic of OER to utilize this to provide better accessibility to the learner so that their stresses are lessened and can complete the course.
My teaching is driven by; “integrate the classroom instruction with the defined needs of the targeted industry”. #remoteteachingleadstoremoteworking, #openpedagogyisopenlearning
*OP is a form of learning whereby learners achieve learning goals/demonstrate comprehension via producing and reflecting on their on work in collaboration with instructor and peers.
*I use a combination of a Behaviorist approach to allow structure and organization of topics/content (topic introduction and modeling) and Social Constructivist approach (collaboration, scaffolding, whole class and small group projects; students’ choice, peer review sessions, modification of assignments based on formative assessments).
* Social Constructivism intersects with OP to some extent.
I would say that open pedagogy is an attempt to address the systems of inequity that the classroom participates in through an ‘opening’ of the classroom to social engagement. Rather than treating the classroom as a self-contained unit, magically removed from exterior concerns beyond a subject of study, open-pedagogy encourages direct engagement with real-world issues, asking students to actively apply their studies by ‘learning by doing.’ Meanwhile, the instructor creates a classroom that permits this engagement, downplaying the traditional ‘banking’ role and assuming the responsibility of facilitating student self-exploration.
My teaching philosophy is: the classroom should be a laboratory for student self-development, not a factory that trains regurgitation of information. In regards to open pedagogy, I believe this is strongly related. Believing that pedagogy should inform self-development is one of the cores of open pedagogy and requires several of its methods so as to follow through on the idea. To allow self-development, instruction needs to permit students to guide the learning process, requiring an ‘opening’ of instruction to be effective.
1. Open pedagogy is a collaborative process that permit students learn, create, have engagement, comprehension and reflection about important topics of the life with the help of instructors and peers;
2. My teaching pedagogy is to relate the topics of the class with the students everyday lives;
3. When students related their stories with specific topics, all classmates give opinion and everyone learn something specifically.
Open Pedagogy is a unique and empowering design to engage and enhance the inclusion of the strengths of the student. It dispels the rigid practices of ” teacher gives and student receives”. “OP” allows the learning process to be lived and developed, which causes a “buy in” experience for the student. Instead of a target subject, the student becomes a stakeholder. The student is encouraged to build the bridge as they cross it, which in social work is often the process.
Open Pedagogy invites students to gather information on a subject. It encourages students to research the literature critically and provides them with opportunities to pose questions and address topics that interest them personally.
Know the ‘how’ and you better understand and appreciate the ‘what’.
Going through the process of Open Pedagogy engraves the information more effectively, teaches responsibility against hearsay, and cultivates appreciation of knowledge, particularly in science which is my field. These are main tenants of my teaching philosophy.
Describe open pedagogy:
Open pedagogy is to have education accessible and learners as contributors to the content. When education is open to all, via open education resources and other available online material, this potentially makes learning more equitable. The reasons for learning should be evident and should provide for more than just teacher-learner interaction. When open pedagogy is used in teaching practice, it hopes to help learners grow into contributors and ultimately help to transform their field.
#4wordpedagogy challenge:
Contribute to transform education
How my teaching philosophy intersects with open pedagogy:
We cannot take a backseat in our own education just as we cannot take a backseat as educators. Open pedagogy requires educators and learners to take an active role in contributing to what is available for all. We all have the ability to create or add to materials to a document that can be made available on an online platform. I also believe that what we teach our learners should not just come out of a textbook. There are many more meaningful places to learn information, and these should be highlighted and utilized.
How would you describe open pedagogy to a colleague (in a couple of sentences)?
It is an approach to student learning (as an act of empowerment) that addresses barriers to access, centers students’ engagement (addresses boredom or perceived apathy), and embraces various technologies as sites for addressing both access and engagement.
#4wordpedagogy (well 3 and 4 words)
Don’t shortchange beauty
Shed the ruse of expertise
Where does your teaching philosophy or #4wordpedagogy intersect with open pedagogy? How are they related?
My foundations as a teacher (20+years ago) were in the tradition of feminist and critical pedagogy. Through the process of becoming an academic I lost some of those commitments and classroom practices to politics, disillusion and “professionalization.” Open pedagogy is a a sort of return to those commitments with a needed push to think deeper about questions of access, capitalism’s imprint on higher ed (textbook costs, technology contracts, labor markets within and outside the academy), and the possibilities and damages of technology in our classrooms. It is a practice, always under revision, that seeks to places student–their imaginations and their interests–at the center of the classroom and the campus.
Open pedagogy provides a student-engaged platform for education. It allows for the equitable and dynamic pursuit of learning by expanding access for students to participate in creating content and producing knowledge.
My teaching philosophy emphasizes collaborative methods of active learning whether through group writing, feedback, or longer-term projects.
I’m seeing aspects of dramatic inquiry in OP that intersects with my teaching: by dramatic inquiry I mean investigating sensible structures and content . I think there is particular value in thinking about affect as a mode of social engagement.
How would you describe open pedagogy to a colleague (in a couple of sentences)? OP is an effort to reshape university education to advance student (genuine) access to education, partly through access to knowledge creation and other kinds of creation, and to promote student agency more generally. It seeks to be deploy the subject-matter expertise of the professor in new ways.
Jot down a one-sentence description of your teaching philosophy or one aspect of your teaching philosophy.
“I try to help students develop and apply analytical skills; they will ultimately decide whether, when and how to deploy them. ”
Where does your teaching philosophy intersect with open pedagogy? How are they related?
I like the idea of assignments that live beyond the class. I recommend that student build on work done for my classes in their (later) capstone papers, and typically recommended that a few students submit their papers for publication. I would like to open up more of those opportunities. Aspects of open pedagogy intersect with personal philosophy/values less directly than with my teaching philosophy, but maybe that should change.
I would describe Open Pedagogy as all students having equal access to resources to proprerly prepare them for college, to enter college, to make sure that they acquire the necessary materials and resources while in college and, with all of that and more, to allow them to succeed in college.
As a communications instructor my goal is to not only teach theories of communication but to also have my students gain confidence in their abilities, and develop an excitement to, communicate effectively.
I know that many of my students are terrified by the thought of speaking in public and I want them to go from wondering whether it is beyond their abilty when entering the course to “I can do this” at its completion.
The purpose of CUNY has always been to serve the underserved. I, like my students will be, am a product of CUNY. I obtained my Undergraduate Degree at Brooklyn College and my Master’s at City College. As such, I have an understanding of what it is to be a student at CUNY. I live and teach by CUNY’s ideologies.
Open Pedagogy is getting students not to just be recipients of OER but having them contribute to it through openly licensing their work. My teaching philosophy has always consisted of creating opportunities for students to actively learn (individually or collaboratively, with or without technology), doing mathematics, and not exclusively being the receiver of information being taught. Implementing Open Pedagogy will enhance the student experience in my courses in that they will be able to see themselves as contributing to the mathematics community and not just taking a course to earn their degree.
Open pedagogy ensures that student learning is relevant to their lives now, and helps them create meaningful learning experiences rather than “coursework”
Pat Haggler, Medgar Evers College, CUNY
1) Open Pedagogy is a learning model that emphasizes learning as community. It values students as both learners and teachers, and affords them the opportunity to take a leadership role in their own learning experience. Open Pedagogy leaves room for increased creativity in an instructor’s design of the course and values the knowledge of everyone involved eliminating the feeling of a structured hierarchy.
2) My teaching style includes a variety of ways to present information for both learning style and cultural inclusion.
For the twitter challenge I posted #Learning infusion, cultural inclusion
3) Open pedagogy is inclusive and my teaching community is predominantly a community of color where students that have often been ostracized in academia and the world need to feel included. I teach history. With open pedagogy the narrative of people of color will be included with the dominant narrative.
Open pedagogy is a place to center praxis as an ideal learning practice: the ways that action and theory inform each other, the way that learning takes place by doing and by thinking; learning that has social justice visions. It pushes the classroom outward and encourages students to be co-creators of the course and/or of content.
smashing racist capitalist heteropatriarchy #bellhooks #intersectionalfeminism #HSIs #4wordpedagogy
I can personally create a feminist open pedagogy that works for me, because the aims can align: guiding students to figure out their place in the social world and how the social world works; being there for the emotional roller coaster of unlearning oppressive structures and then learning how to engage in resistance as survival, as visibility (if desired), as challenging stereotypes and misinformation. An open pedagogy is learner driven and that aligns with feminist pedagogical goals. I like how OP is a critique of higher education, which also aligns with critical race feminist scholars’ critiques of higher education as colonial projects that subjugate rather than uplift BIPOC students, particularly womxn and LGBTQ+ BIPOC students.
Thanks for the presentation. Especially liked the following:
1. Highlighting critical factors that affect access; cost of textbooks, food, broadband availability, etc.
2. Reciprocity; students contributing and receiving knowledge and the empowerment that this produces.
You don’t have to teach babies to crawl–they crawl to get from one place to another. If we look to do open pedagogy with that natural learning in mind, we’ll work with our students, not for them.
1) After watching the video and/or reading about open pedagogy, how would you describe open pedagogy to a colleague (in a couple of sentences)?
I would explain open pedagogy as a philosophy of participation in education. It allows for flexibility in teaching and learning, as well as the ability to engage with important and relevant information in different ways. It does come with the responsibility of making the content a shared experience between students and teachers, but by making the class participatory, it provides an engagement that might otherwise be missed.
2) Jot down a one-sentence/4 word pedagogy description of your teaching philosophy or one aspect of your teaching philosophy
My teaching philosophy in four words they would be, “Teach finding, teach access”. As a librarian, finding the information is just as important as the information itself because it can be a life skill. But finding is only possible when the information is accessible. Searching and accessibility encourage curiosity, which can motivate learning.
3) Where does your teaching philosophy or #4wordpedagogy intersect with open pedagogy? How are they related?
Access is a major component of Open Pedagogy. Open Pedagogy makes information accessible from multiple perspectives, not just through cost, but also through accessibility/UDL, assignment and rubric design, and use of technology. Better access means better finding resulting in more relevant, appreciable knowledge.
My description of Open Pedagogy to a colleague: A pedagogical approach that attempts to put the learner at the center of curricular design by focusing on the broad areas of learner access and learner agency.
As a critical race theorist, I support the basic idea, but am concerned that it glosses the need to reexamine the racial, class and gender distortions that underlying the existing mainstream bodies of knowledge. The work of rewriting “US History” involves more than creating open ended assignments.
Open Pedagogy is about collective learning by creation.
#4wordpedagogy challenge: What matters beyond class?
My goal is to provide information that will serve students long after semester is over. It is imperative to actively listen to students in order to identify what they are passionate about. Open pedagogy allows students to take active role in learning, to own it.
This is my first experience introduced to open pedagogy. I understand that open pedagogy is an access commitment to learner driven education. In the beginning the presenters started with stressing the need to creating OER due to high cost of purchasing static traditional textbook and replacing those with innovative , collaborative, engaging educational experiences that transfer learning for better. OER according to the presenter outside lower cost provide to students provide equal open access to knowledge, knowledge creation, and open pedagogy. This last part I am yet to grasp how it is connected to OER?
Question: Is OER an LMS or does it have its own LMS? Looking forward to getting better to understanding this open pedagogy.
I forgot the other two parts of this:
Jot down a one-sentence description of your teaching philosophy or one aspect of your teaching philosophy: to remember that our natural curiosity can be brought to flower in creativity.
Where does your teaching philosophy or #4wordpedagogy intersect with open pedagogy? How are they related? Offer students ways to fish and they will catch bushelsful.
Open pedagogy is a mindset that allows for dynamic interaction between learners and instructors. It fosters a community of learners and conceptualizes learning as shared experiences.
These ideas intersect with my core beliefs regarding my personal pedagogical philosophy. To be successful at teaching a foreign language it is important to understand what the learner experiences. One must be empathetic and supportive, yet at the same time challenge students to achieve greater self-sufficiency and become self-starters.
Learning a new language must be an active pursuit. The environment that I create has a direct impact on how my students learn. An active learning environment is crucial to their success. This means that once given the tools (i.e. the grammar, vocabulary), students must take control of the language and express themselves. There is no greater joy or morale booster than when communication is taking place among peers. This must be nurtured from the very first day.
In this respect, it is crucial that students understand my role as a cohort in the learning process. I see this shift to the online platform as an opportunity to re-imagine how I teach my Italian language, literature, and culture courses. My core ideals remain the same: I want the learning experience to be about continually spurring natural curiosity and the desire to communicate and connect with another culture.
The objective of open pedagogy is to shift the role of the student from a responsive learner to a co-creator. It re-creates the knowledge base from which learning takes place. The Instructor takes on the role of a mentor and co-designer of the curriculum.
#4wordpedagogy:
Planting seeds for harvesting
Where does your teaching philosophy or #4wordpedagogy intersect with open pedagogy? How are they related?
Having open access to knowledge is like acquiring seeds. As an instructor, I believe that the knowledge I expose students to in the classroom is similar to sowing seeds. With open pedagogy, those seeds are nurtured when students and instructors work together to regenerate new growth in those ideas. Open pedagogy gives the opportunity to other students and instructors to reap in the harvest.
Open Pedagogy is an educational practice that allows students to be involved in the teaching process. It veers away from the traditional methods of teaching where students are passive recipients of knowledge and instead encourages them to help take part in the educational process by actively contributing towards it.
#4wordpedagogy: Learn From Your Students
Open Pedagogy is a radical teaching practice that decenters power and authority in education by emphasizing student access, choice, and contributions.
In my teaching, I hope to help students to develop their critical imaginations by reading and writing about literature so they can deconstruct and reconstruct the meaning-making systems in their lives.
My teaching philosophy and open pedagogy both focus on developing students’ critical voices. What I’m looking to learn from open pedagogy is how to better turn my assignments into opportunities for collaboration and knowledge production for students. I’m very interested in the idea of creating an open textbook for my courses, and I’d like to figure out a way to use student blogs, where they share their work publicly (at least among their peers), as part of such a project.
Open Pedgogy is an approach that incorporates material availability with open exchange of ideas, collaboration and social justice in a learner-driven environment.
My teaching philosophy: we are all together in the learning process.
I have always tried to produce deep creative learning and make my students aware of the connection between the obscure material I teach and their 21th century experience
Open pedagogy is a student-oriented approach that focuses on providing access to knowledge, considers social justice implications of access to education and ways to enhance students’ learning experience.
Open pedagogy is an invitation to get away from knowledge in pre-packaged pre-determined form (for example, as presented in commercial textbooks, or else as found in pre-determined ideas about what belongs in the curriculum) and go toward knowledge as a process of exploration and self-formulation. Open pedagogy questions the existing hierarchies and exclusive structures of higher education and tries to break out of those limiting structures.
Open pedagogy fosters students’ independence and participation in the larger world of intellectual discourse.
In the classroom, the professor and students should be able to discuss and answer the question: Why are we here, why are we studying what we are studying, and how do we go about studying it? All activities (particularly in a language course) should provide opportunity to negotiate meaning, learn to observe how meaning is dependent on context.
Open pedagogy intersects with the questions posed by my students, and by myself about my classroom practice in the following ways: what is the context here, what are the possible sources of motivation, what is the lived, human reality of students, of the teacher? How can we persist in seeking knowledge in the face of the undeniable reality of less-than-adequate learning conditions?
In describing open pedagogy to a colleague: its platforms are opportunities of educational practice in learner equity through meaningful value-added access to learning resources. Open pedagogy is a teaching mission aimed at the classroom, utilizing shared, accessible, collaborative, guided approaches to community-centered learning, integrating multiple voices and lives.
Teaching philosophy: The classroom is not the sum of our lives and the stories we discuss here. Your life’s experience forms the crux of the knowledge shared here and extends into the communities you serve.
#LearningHereRecognizesUs
Sharing and service are only two of the many foundational principles in open pedagogy which intersects with my teaching philosophy -your story, your voice shows us what we do not know, extending one’s knowledge beyond the classroom so that the impact of learning comes full circle from home to school to community.
Open pedagogy is a learner driven teaching strategy that invites students to make use of materials that are in the public domain, and be part of the knowledge/information creation, the results of which are shared digitally outside of the classroom.
My pedagogic philosophy rests on the belief that students must be engaged in the processes of inquiry and the integration of knowledge, that results in effective decision making and lifelong inquiry.
Open Pedagogy would be a tool toward developing such an inquiry model.
Open pedagogy is a method of teaching that opens the boundaries of learning within the college classroom to the wider cyber world. In this expanded world of education, the learner is able to gain access to free or low-cost educational materials, participate in shaping, modifying and creating learning content. Open pedagogy thus allows students to be co-constructers in the learning process.
My teaching philosophy is to create a collaborative learning space where I and my students learn from each other and put the knowledge gained into practice. I also believe that my teaching practice should translate into helping students and myself become more effective change agents. In order to arrive at this place, we must work and think collaboratively while critically assessing the worlds in which we inhabit and participate. From this intersubjective process, we can arrive at sound and effective solutions that result in greater equity and possibilities for ourselves and our communities.
• Open pedagogy is a dialogic process of content / knowledge curation and creation, with great attention to access, freedom, and learner driven agency.
• curate, collaborate, create – kindly #4wordpedagogy
• The most effective pedagogy is learner-driven; students who are deeply motivated and engaged are more invested and learn deeper because it is personal. One way to motivate is to consistently activate thought about how these texts (or knowledge) are relevant to their own personal lives. We actively seek subjectivity and creativity, which are often under emphasized (or actively squashed) in the academic classroom. We write to discover, not as an “end;” we write for a broader audience of peers, focusing on a “collaborate, create” mind set – rather than “consumption.” I look forward to taking the next step of having their collaborative materials reach an even broader open audience.
Open Pedagogy creates a collaborative experience for all members of the community. The focus of power is transferred from the “Professor” to all participants in a course. The course participants become a community of learners, empowering all participants to have a voice in the direction of the journey of the course. This has the potential to make the material more meaningful to everyone involved.
In one sentence, my philosophy of teaching is that I should prepare students/learners to work collaboratively, as this is the way many people work in the “real world”
I am concerned about social justice, as I worked in the helping professions. So, as I craft an online course, I take into consideration that many of my students are not traditional students. This means that synchronous or face to face classes, in some cases, continue to be only available options for those people who have privilege (who are not worrying about childcare during a pandemic, etc) Thus, asynchronous courses may be the answer to these disparities.
Reading this I was reminded of my own experiences as a 7th and 8th grader attending an alternative school that was an experiment in education at the time. We designed our own curriculum as a small community of students working with 5 teachers whom we addressed on a first name basis. It was the single most formative educational experience of my life and I am still in touch with the teachers and many of the students. I am a poet and painter teaching at New York City College of Technology, CUNY and The Juilliard School. My teaching is all driven by my passion as an artist and my concern for social justice issues.
Open Pedagogy empowers learners to participate in a dynamic field of study.
My pedagogy involves the versatility and flexibility to change modes of learning so they are relevant to the subject under study and responsive to the students’ needs.
I have unwittingly used Open Pedagogy in having my students prepare study sheets for their peers on a particular topic in a literary work that otherwise has gotten little in the way of critical coverage. Before the final exam in my Literature of the Vietnam War class, the theme I chose for Lit 237 or Literature of Witness, I have them create one of these sheets for Le Thi Diem Thuy’s The Gangster We Are All Looking For. Themes or topics include water and the Boat People, immigration and sponsorship, the psychological trauma of war, mourning, and family structure during a diaspora. They post these documents including summary, analysis, evaluation, quotation, and questions on Blackboard to help their peers study for the final exam, but I’m now thinking I could make these insightful pieces more widely available through Domain of One’s Own, as the video suggested.
Open pedagogy is a way to empower and engage students by making them active participants in the creation and sharing of knowledge in the area they are studying.
My philosophy of teaching is to empower my business students to make strategic and good business decisions when they enter the work force, move into management positions or start their own businesses by providing them with foundational knowledge and skills practice.
This aligns with open pedagogy principles because open pedagogy encourages students to be active curators of knowledge and proactive thinkers. It helps build students’ competence and confidence.
Open pedagogy is engaging your students to learn what we currently know on a specific area but more importantly empowering them to produce knowledge. I think open pedagogy resembles problem based learning and it would be ideal for research methods courses. Open pedagogy would allow faculty and students to produce knowledge that is informed by the communities they live in. Teaching research methods using the textbook has been difficult because the language used by current authors is difficult for students to understand. However, if students are involved in writing the research research process and then actually conducting their own studies they would learn better and appreciate the importance of science. My teaching philosophy has been to show students how to succeed and how to write their research papers so open pedagogy would be something that I will consider adopting in Fall semester. I think using OER vs the expensive textbooks and then engaging students in open pedagogy is a combination I am looking forward to experiment in Fall and future semesters.
OP aims to remove barriers to student success by promoting openness to multiple perspectives and by supporting students in the construction and sharing of knowledge.
Margarett-York College
• After watching the video and/or reading about open pedagogy, how would you describe open pedagogy to a colleague (in a couple of sentences)?
Open pedagogy involves creating a safe, nurturing and inclusive space for teaching, learning and creating to take place. It is important for faculty to be actively present and to design curricula where students can be eager to participate in their learning.
• Jot down a one-sentence description of your teaching philosophy or one aspect of your teaching philosophy.
A classroom (whether face 2 face for virtual) should be a welcoming and safe space for unbiased exchange of ideas and provide opportunities to link theory and practice.
• Or if you’d like to up your game, respond to this in the style of the #4wordpedagogy challenge on Twitter
“Together We All Can”
• Where does your teaching philosophy or #4wordpedagogy intersect with open pedagogy? How are they related?
The classroom is community space that strives for universal success. We are all each other’s support system and cheerleaders.
Open pedagogy is used to support variability in using Culturally Responsive Teaching(CRT), UDL, and OER.
My approach to instruction is student-centered, and I believe students should be active participants in their own learning experiences. As an instructor my role is to act as a critical thought partner to our users both inside and outside of the classroom.
Open educational resources (OER) is great way to level the economic playing field for students. There is also a wealth of information from multiple sources to utilize thus enhancing the resources from a student’s perspective
Open Pedagogy champions an access-oriented commitment to learner-driven education, through a process of designing structures and using tools that enable students to not just consume knowledge but shape it. Through this, learners are empowered to actively shape the world they participate in. Here, knowledge is co-constructed, contextualized, cumulative, iterative, and recursive—both knowledge consumption and creation become parallel processes.
The action of unlearning is in the learner, in an openness to the challenge by letting go of old methods and embracing new.
To paraphrase futurist Alvin Toffler: #4wordpedagogy
learn, unlearn to relearn,
Open pedagogy is a way of rethinking education and a set of tools to bring that new vision to fruition. OP focuses on the process of education, taking a putting students at the forefront of their own education, giving them voice, and building self-efficacy skills that will translate beyond any single course.
My teaching philosophy focuses around the concept of evidence-based, student centered pedagogy—in which class activities, lectures, and assignments are designed to maximize student engagement and build non-discipline specific skills. #ShowMeTheData #YouAreInCharge
Giving students responsibility over their own education—within the context of a sufficiently structured learning environment with proper scaffolding—as open pedagogy does is an effective way to engage students.
Open Pedagogy attempts to empower students to become contributors, transformers, and agents of learning. This requires a democratic classroom where everyone (students and instructor) collaborates in the teaching and learning process. This method will allow for equitable access to education for all students and the reduction in textbook cost.
One aspect of my teaching philosophy is to encourage students to think critically and to understand the cultural and historical importance of the literature they read. I also encourage them to understand that both formal and informal education can be used to help them understand the past and direct their current views as they plan for the future.
This aspect of my philosophy intersects with open pedagogy because it allows students to work collaboratively, analyzing and creating responses that can be used as a educational tool for other students.
Open pedagogy allows students to be curator of the content… allows them to actively participate in learning.