{"id":2909,"date":"2016-05-23T17:18:06","date_gmt":"2016-05-24T00:18:06","guid":{"rendered":"https:\/\/teachinginhighered.com\/?p=2909"},"modified":"2016-05-23T17:18:06","modified_gmt":"2016-05-24T00:18:06","slug":"going-public","status":"publish","type":"post","link":"https:\/\/teachinginhighered.com\/2016\/05\/23\/going-public\/","title":{"rendered":"Going public with our learning"},"content":{"rendered":"

My mind is still invigorated\u00a0from my conversation about public sphere pedagogy with Thia Wolf<\/a> on episode 101 of the Teaching in Higher Ed podcast.<\/p>\n

Something special happens when we have our students take their work public in some way.<\/h2>\n

Whether I reflect on this past semester's experiments with poster sessions in my Consumer Behavior classes, or when my sales students role played a complex sale with someone they hadn't met before, the excitement of what these learning opportunities present energizes me.<\/p>\n

My students were so engaged with\u00a0the idea that their\u00a0work could\u00a0take\u00a0on a more significant role than an exchange solely with me through\u00a0the grading process.<\/p>\n

\"IMG_1881\"<\/p>\n

The most fertile ground for significant learning experiences takes place within multiple disciplines.<\/h2>\n

Our educational system seems to be\u00a0starting to figure this out at the preschool level, but I rarely see examples like this in higher ed. Our son's preschool writes about their curriculum this way:<\/p>\n

Learning in preschool is hands-on and integrated. A child\u2019s time outside chasing insects in the garden, for instance incorporates all the \u2018dispositions for learning\u2019 as well as cognitive development: science (\u201cWhat kind of bug is this?\u201d \u201cWhat do they eat?\u201d); math (\u201cIs it larger or smaller than the other one?\u201d \u201cHow many did you find today?\u201d); language (\u201cMonarch Butterflies are orange and black.\u201d \u201cLet\u2019s make up a poem about butterflies!\u201d); social skills (\u201cHow can we all see?\u201d \u201cYou can have a turn next.\u201d); physical development (running after the butterfly, carefully stepping around plants, manipulating the butterfly net); and creative (painting a picture of the butterfly in its habitat. Dancing and moving like one.)<\/p>\n

There is no \u201cmath time,\u201d \u201cscience time,\u201d or \u201clanguage time.\u201d Learning is everywhere and happening all the time supported by teachers skilled at looking for and creating moments of discovery and learning based on children\u2019s needs and interests.<\/p><\/blockquote>\n

\"IMG_3119\"<\/p>\n

I wish there was more of a push to have this paradigm in higher ed.<\/p>\n

When we think of our students as producers of knowledge, the vision of higher education is magnified.<\/h2>\n

I recently came across the theme of Vanderbilt's Course Design Institute<\/a> and was trying to figure out if there was a way I could attend, even though the application\u00a0deadline has passed (oh yeah – and I don't work there<\/em>).<\/p>\n

Their site\u00a0explain the Students as Producers theme<\/a> as follows:<\/p>\n

\u201cStudents as Producers\u201d is shorthand for an approach to teaching that helps students become not just consumers of information, but also producers of knowledge, engaging in meaningful, generative work in the courses they take.<\/p><\/blockquote>\n

\"IMG_1691\"<\/p>\n

[reminder] Were you inspired by something that Thia Wolf shared about public sphere pedagogy<\/a>, or have you tried something similar in your teaching? [\/reminder]<\/p>\n","protected":false},"excerpt":{"rendered":"

My mind is still invigorated\u00a0from my conversation about public sphere pedagogy with Thia Wolf on episode 101 of the Teaching in Higher Ed podcast. Something special happens when we have our students take their work public in some way. Whether I reflect on this past semester’s experiments with poster sessions in my Consumer Behavior classes, […]<\/p>\n","protected":false},"author":2,"featured_media":2912,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":"","_links_to":"","_links_to_target":""},"categories":[10],"tags":[],"coauthors":[],"class_list":{"0":"post-2909","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-teaching","8":"entry","9":"gs-1","10":"gs-odd","11":"gs-even","12":"gs-featured-content-entry"},"acf":[],"_links":{"self":[{"href":"https:\/\/teachinginhighered.com\/wp-json\/wp\/v2\/posts\/2909","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/teachinginhighered.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/teachinginhighered.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/teachinginhighered.com\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/teachinginhighered.com\/wp-json\/wp\/v2\/comments?post=2909"}],"version-history":[{"count":0,"href":"https:\/\/teachinginhighered.com\/wp-json\/wp\/v2\/posts\/2909\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/teachinginhighered.com\/wp-json\/wp\/v2\/media\/2912"}],"wp:attachment":[{"href":"https:\/\/teachinginhighered.com\/wp-json\/wp\/v2\/media?parent=2909"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/teachinginhighered.com\/wp-json\/wp\/v2\/categories?post=2909"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/teachinginhighered.com\/wp-json\/wp\/v2\/tags?post=2909"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/teachinginhighered.com\/wp-json\/wp\/v2\/coauthors?post=2909"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}