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 Taught Public Speaking for 14 years as an adjunct instructor (the last five at DU)  Directed economic development programs in MI and IN  Managed bank.

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Presentation on theme: " Taught Public Speaking for 14 years as an adjunct instructor (the last five at DU)  Directed economic development programs in MI and IN  Managed bank."— Presentation transcript:

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2  Taught Public Speaking for 14 years as an adjunct instructor (the last five at DU)  Directed economic development programs in MI and IN  Managed bank branches for FMB-First Michigan Bank & Huntington  Volunteered with the first Peace Corps group to serve in Kazakhstan (1993-4)  Self-published an e-book & print-on- demand novel in 2012

3 Inclusive Pedagogy

4 Jacob Barnett is an American mathematician and child prodigy. At 8 years old, Jacob began sneaking into the back of college lectures at IUPUI. After being diagnosed with autism since the age of two and placed in his school's special ed. program, Jacob's teachers and doctors were astonished to learn he was able to teach calculus to college students.  Forget What You Know › Jacob Barnett at TEDxTeen Jacob Barnett at TEDxTeen

5 Syllabus Required: Blackboard, Materials, Equipment, Topics, Assessments Rubrics for each Assignment CRIR - Course Requirements and Instructor Resources (CRIR). This step has been taken to develop more consistency in the material covered across campuses, across times, and across delivery methods.

6  Email incomplete lecture slides before class (complete slides caused a downtown in attendance)  Peer Cooperative Learning (e.g., Small groups study a passage or answer a question posed by instructor  Practice quizzes given in class  Simulations (with partners) on tasks such as how states or regions might compromise on important legislative issues  Question: Why aren’t all students willing to participate or use the available resources? ### Arendale, D. R., & Ghere, D. L. (2005). Integrating best practices of developmental education in introductory history courses. In J. L. Higbee, D. B. Lundell, & D. R. Arendale (Eds.), The General College vision: Integrating intellectual growth, multicultural perspectives, and student development (pp. 223-246). Minneapolis: University of Minnesota, General College, Center for Research on Developmental Education and Urban Literacy. Retrieved July 22, 2014, from http://cehd.umn.edu/CRDEUL/pdf/TheGCVision/section3.pdf

7 A.Respectful, welcoming climate a)Language to overcome negative attitudes (involve students in establishing guidelines) b)Interactions to identify strengths & challenges and to overcome prejudices B.Essential Course Components a)Evaluate mastery, not ability to write/think fast b)Multiple means for students to demonstrate knowledge using THEIR learning styles Just Good Teaching? IF practiced by faculty in intentional and reflective ways!

8 Conformity Creativity  Conformity ignores diverse… › Interests › Needs › Goals › Skills › Aspirations  Creativity: vagueness in content to… › Motivate (give reasons for seeking & remembering information) › Broaden Interests (of instructors & students!) › Offer Topics & Projects Adapted to the Diversity of Our Students › [“Excitement of continued learning… is put at risk when the curriculum is narrowly prescribed. (Noddings, 2013)

9  Cooperation… in increasingly diverse organizations a. Is mandatory to solve worldwide problems. b. Identity is socially created in groups & communities of peers c. Six degrees of separation (theory that everyone is connected by 6 relationship links )  Critical Thinking… aids productivity in the workplace a. To make small changes in products/processes. b. “Messy” problem- solving/divergent analysis c. Revolutionize methods of doing business/offering services

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11 Ideas from:

12 When students who are used to text- and teacher-dependent modes of learning switch into a playful mode, they are learning very differently. They are temporarily estranged from the typical experience of listening to a lecture, adding notes to PowerPoints projected during that lecture, and then being split into small- group discussions.

13 Strategy Student Example  Serious play is constructing metaphorical and symbolic creations that represent problems, solutions, realizations, and models of communication. Nolan (2010) advises building models with fingers first, rather than designing in your head and then building with fingers. As the nerve endings situated in your fingers send messages to your brain, you are literally thinking through your fingers during the building process (Gauntlett, 2011).  An ADD student in a workshop on modeling was entirely focused and participative for 100 minutes. When this was pointed out, she said any kind of traditional lecture with PowerPoints and handouts left her crawling up the walls, but “when I can think with my fingers, I’m golden.”

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15 Key: Think about Jacob’s message – “Forget What You Know”

16 Clean Language: (a) avoid leading questions; (b) avoid suggesting the speaker’s intent (c ) take what is said at face value

17  How can we apply creativity to what is re quired in our syllabus for…  Blackboard Classrooms?  Materials & Activities?  Assessments?  Our Professional Development? *Candy awarded for each response


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