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Flipping the switch: draft
Transcript of Flipping the switch: draft
-if we want students to take risks, faculty have to first do it themselves!
-give faculty permission to be creative
-blurring the definitions of the roles of teacher and learner
-first day vs second day: ‘unrelated’ challenge, low risk → getting faculty comfortable with new processes --> do to learn (vs learn then do), productive struggle
how learning happens
space: built pedagogy
rearranging the space
lecture setting: doesn't work for students
but also doesn't work for teachers. why?
it puts him/her in the role of expert who needs to have all the answers, and makes it difficult to experiment with new ways of teaching
I was invited to teach this workshop.... two conditions: faculty bring students to learn with them, and I bring students to teach with me
We will now tell you how that workshop went, and what were the design elements that we built it to achieve the goal
The goal of the workshop was to introduce these teachers to DT in a way that they could apply it to their teaching
team teaching: doing what we ask students to do
Bre or Meenu
I'm Meenu and I .....
I'm Bre and I .....
I am Leticia and
vertical space: share ownership of the work
team teaching: blurring roles
learning to do vs doing to learn
getting comfortable with ambiguity and uncertainty
first day: doing an unrelated challenge to lower the stakes and get comfortable with new process
second day: new iteration, going deeper AND working on a challenge from their schools
by far the most important element that made the experience successful had to do with empathy
what we mean by empathy?
ownership of space: cubby fortress
in the workshop, we did an activity that allowed faculty to see the student perspective and viceversa
"quotes from the survey"