Learning Community: The Importance of Being Transparent (4 Sessions - Tuesdays)

In this learning community we will explore the topic of transparency in the classroom. We'll read influential manifestos promoting transparency as well as scholarship and teaching resources on classroom communication and equitable grading while reflecting on our own practices and teaching personae. Our key goals are a) to better understand how transparency promotes student learning, and b) to continue to develop our own teaching personae and classroom strategies. We will also think about transparency critically, not just absorbing but challenging and refining the language of transparency, allowing ourselves to "speak in draft" as we question the broader implications of a turn to the transparent classroom. You will be expected to read about 30 pages before each session, sometimes supplemented with website content and sample class materials. We will experiment with a hybrid format in which we meet in person for the first and fourth sessions (with an optional Zoom format available), while our second and third sessions will be on Zoom only. Session 1 will explore theories of transparency; session 2 will cover learning objectives and lesson planning; session 3 will cover grading; and in section 4 we will reflect on teaching personae and positionality statements.

For further info please contact ben.card@yale.edu and pavla.rosenstein@yale.edu

This four-part event will take place online: 03/26/24 (hybrid date), 04/02/24, 04/09/24, 04/16/24 (hybrid date)

In this learning community we will explore the topic of transparency in the classroom. We'll read influential manifestos promoting transparency as well as scholarship and teaching resources on classroom communication and equitable grading while reflecting on our own practices and teaching personae. Our key goals are a) to better understand how transparency promotes student learning, and b) to continue to develop our own teaching personae and classroom strategies. We will also think about transparency critically, not just absorbing but challenging and refining the language of transparency, allowing ourselves to "speak in draft" as we question the broader implications of a turn to the transparent classroom. You will be expected to read about 30 pages before each session, sometimes supplemented with website content and sample class materials. We will experiment with a hybrid format in which we meet in person for the first and fourth sessions (with an optional Zoom format available), while our second and third sessions will be on Zoom only. Session 1 will explore theories of transparency; session 2 will cover learning objectives and lesson planning; session 3 will cover grading; and in section 4 we will reflect on teaching personae and positionality statements.

For further info please contact ben.card@yale.edu and pavla.rosenstein@yale.edu

This four-part event will take place online: 03/26/24 (hybrid date), 04/02/24, 04/09/24, 04/16/24 (hybrid date)

In this learning community we will explore the topic of transparency in the classroom. We'll read influential manifestos promoting transparency as well as scholarship and teaching resources on classroom communication and equitable grading while reflecting on our own practices and teaching personae. Our key goals are a) to better understand how transparency promotes student learning, and b) to continue to develop our own teaching personae and classroom strategies. We will also think about transparency critically, not just absorbing but challenging and refining the language of transparency, allowing ourselves to "speak in draft" as we question the broader implications of a turn to the transparent classroom. You will be expected to read about 30 pages before each session, sometimes supplemented with website content and sample class materials. We will experiment with a hybrid format in which we meet in person for the first and fourth sessions (with an optional Zoom format available), while our second and third sessions will be on Zoom only. Session 1 will explore theories of transparency; session 2 will cover learning objectives and lesson planning; session 3 will cover grading; and in section 4 we will reflect on teaching personae and positionality statements.

For further info please contact ben.card@yale.edu and pavla.rosenstein@yale.edu

This four-part event will take place online: 03/26/24 (hybrid date), 04/02/24, 04/09/24, 04/16/24 (hybrid date)

In this learning community we will explore the topic of transparency in the classroom. We'll read influential manifestos promoting transparency as well as scholarship and teaching resources on classroom communication and equitable grading while reflecting on our own practices and teaching personae. Our key goals are a) to better understand how transparency promotes student learning, and b) to continue to develop our own teaching personae and classroom strategies. We will also think about transparency critically, not just absorbing but challenging and refining the language of transparency, allowing ourselves to "speak in draft" as we question the broader implications of a turn to the transparent classroom. You will be expected to read about 30 pages before each session, sometimes supplemented with website content and sample class materials. We will experiment with a hybrid format in which we meet in person for the first and fourth sessions (with an optional Zoom format available), while our second and third sessions will be on Zoom only. Session 1 will explore theories of transparency; session 2 will cover learning objectives and lesson planning; session 3 will cover grading; and in section 4 we will reflect on teaching personae and positionality statements.

For further info please contact ben.card@yale.edu and pavla.rosenstein@yale.edu

This four-part event will take place online: 03/26/24 (hybrid date), 04/02/24, 04/09/24, 04/16/24 (hybrid date)