Hey guys! I feel like I should start by stating the obvious, I’m not very good at this whole blogging thing. But I hope that by now you all know me well enough that I can be candid. I’d like to leave behind the analytical, academic tone of this semester’s archive and ask you all a question that is purely selfish: How do you like to learn?
As we are all tweaking and finalizing our lesson plans, it was proposed to me by Prof. Reitz that it might be a good idea to ask you guys to think about a learning experience that you particularly enjoyed. Why did you enjoy it? Why do you remember it? Was the professor more engaging than most others? Was there a guest speaker? Was the class discussion especially riveting? Was there a debate or even an argument that broke out? Did an activity teach you something new about yourself, about someone else? Were there cupcakes?
One of my ‘top 10 classes’ took place about a month ago. My International Human Rights professor decided to take a step back and let one of his students teach a class. His aim was to show the class that students could, and should, get involved in the field as soon as possible. He wanted us to understand that you don’t necessarily need a degree to make a difference. The presenter for the evening was an undergraduate student who had spent her summer researching human rights violations in the Dominican Republic, before moving on to work with a non-profit community organization (promoting the right to education) in India. The presentation itself was a combination of a personal narrative about her experience, and an informational session on types of NPOs and NGOs. She had pictures and slides and all that jazz. But what I felt was most important about the presentation, was that she was demonstrating how what we were discussing in class was relevant and applicable to the real world. She took the ideas and theories she had studied at John Jay and brought them to communities that needed those fresh perspectives. It was amazing how much the organization in India appreciated her knowledge and how she was able to share the information with the staff and the community that they serve.
It is with this aim, of presenting ideas that students can begin to apply immediately to their lives and their careers, that I chose ‘Philanthrocapitalism’ and venture philanthropy for my lesson. On a personal level, I am also interested in the discussion that might come out of my lesson. As a supporter of these ideas, it will certainly help me to begin to understand why some people agree that they’re not so great. What is it that you hope to get from your ‘teacher for a day’ experience?
I hope this blog entry will help us to create lesson plans that will be interesting and engaging for each other.
So please, tell me, how do you like to learn?
-Lenny
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12 comments:
I hate to do it, but I think that it’s time we make professor Reitz blush. One of my best class experiences here at John Jay was in professor Reitz’s Lit 290 class, Desert Islands Stories. The second day of class she brought cookies, juice boxes and blankets and sat the entire class on the floor; while we drank our juice boxes and eat our cookies she read Where the Wild things Are to us. She would change her voice for different characters, she would pause, use different intonations and show us the picture—I felt like a kid again. Then when we were finished reading we took our seats and then had a serious literary and philosophical discussion about Where the Wild Things Are. So the question then becomes, why might this be a good learning experience? The first answer to that is that it was different; Professor Reitz decided to engage with the class differently from most professors which made her a lot more interesting and intriguing. The second is, it was appropriate; for the text we were reading it would have been boring to read it any other way, plus it shows that professor Reitz understands context when it comes to literature and makes her seem more knowledgeable. The third is, it plays to professor Reitz’s strength as a mothering figure. One of professor Reitz’s strengths is that she is a mother, and it seems to be something she loves to do. So she engages on a more personal and intellectual level because she envisages the class as a big group of her kids if she engages with us in the manner she did on that second day. She did it without being patronizing us and then turned a quintessential children’s book into a deep discussion. Plus it was just engaging and fun and that’s what a good class is all about! Thanks professor.
Chad Out!
Blushing and weeping! Thanks, Chad, for that -- the joys of teaching that course owed immensely to the good chemistry that class had, which brings me to one of my good-class-insights: sometimes it's just luck. But another is that you have to be willing to look stupid. As evidenced by Chad's description of the Where the Wild Things Are lesson plan, I had to be willing to look stupid (blankets and juice for college kids?!?). I think that willingness is part of what opened the hearts of the students to that class and, fortunately, their minds followed. Jamie can attest to evidence of such continued willingness in our LIT 316 class where I boldly attempt to speak Spanish with an Ohio accent.
Looking stupid is a hard thing for anyone to be willing to do, especially for a student and/or a young professor. I was very conventional in my teaching methods as a young teacher; I hardly took any risks. Fortunately, the material was usually pretty good so it worked out, but I often think of the lost opportunities to engage students in a different way. Those out-of-the-box moments for my student self are almost too numerous to mention, but here are a couple ones that have stuck with me:
A substitute teacher who took over for an incredibly stuffy and pompous professor of 18th century literature. The sub, a grad student, showed us how many famous works of English literature can be sung to familiar songs ("The Rhyme of the Ancient Mariner" to "Gilligan's Island," ALL Emily Dickinson poems to "The Yellow Rose of Texas" and PARADISE LOST to the tune of "The Flintstones." Not only was this funny and different, but it taught us all about the timelessness and relevance of rhyme, meter and song (the point of poetry!) which was something we'd begun to doubt during the boring class.
Another, a very engaging professor was talking excitedly about Dickens and while going on he crawled up on the table on all fours to remove some garbage that had been left there, talking all the while. He didn't even realize what he was doing because he was so engaged in this thought about Dickens. I LOVED seeing a teacher so engaged -- I have often found that more helpful that having someone TRY to engage me. Similarly, I'll never forget a professor, reading Shakespeare, closing the book and as he turned to write something on the board, he wiped a tear. He was about 55 (he seemed ANCIENT to me then) and the fact that he could still be moved by public reading of a passage he must have read 1,000 times spoke volumes to me of the essential and enduring humanity of literature.
Great post, Lenny and, of course, Chad. I can't wait to see what you all come up with.
Chad, I’m going to have to join you on this one. Professor Reitz is one of my favorite professors here at John Jay College. Thus far, I have gathered to my heart eight brilliant and inspiring professors (Professor Reitz is one of the latest additions this semester to my ever-growing list—so that leaves seven more professors for people to guess at if they care to). I heard of her unique teaching style from Chad almost a year ago, and this semester, I finally got a chance to see her in action in Literature 316 (Sisters in Crime). Besides her remarkable insight on texts, she is one of the few professors who can get me to laugh-out-loud in class, which is quite an accomplishment seeing how I like to take my courses very (!) seriously. There are other factors that make her a wonderful professor, but I just wanted to point out a not-so-obvious reason why she is special to me.
There are a number of aspects that make a professor engaging and memorable, and I want to point out three, specifically. First, when professors exhibit excitement and passion about their course material, I cannot help but be drawn into their “course world,” whatever it may be. Second, organization! I cannot stress this enough. I truly like to know what will happen when and the purpose of the assignments. This aspect is a big one for me because it is difficult for me to wrap my mind around the broad concepts and issues presented in college-level courses, unless they are framed clearly. Furthermore, during the most stressful times of the semester (mid-terms and finals), I do not want to find myself buried under assignments that come from left-field. Third, and most importantly, I enjoy professors who provide mini-life lessons along the way, not just book knowledge. I don’t think most professors are aware of the effect they have on students beyond the classroom, so this aspect may be more personal to each student and not easily planned into the lesson for any given day.
I could go on and on, but I won’t. The bottom line is, different teaching methods or styles appeal to different crowds, and so, what ignites my passion to learn may make another student feel like dropping a course. The professor-student connection is very personal on some level, and Lenny rightly makes allowance for us to discuss this personal aspect of learning.
Thanks Lenny!
How do I like to learn?
The best way I’ve learned new things is through active learning. Taking notes, reading books, or taking tests seem to be dull and repetitive. I become easily distracted and end up day- dreaming, texting or chatting with the nearest person until class is over. When a teacher begins asking the students for their ideas, or questions the students to solve a problem, or takes the class outside of the classroom whether literally or figuratively; that is when I become engaged.
When you told me about the concept of “Philanthrocapitalism” I became engaged. Not just because I had no idea of what that meant, but because you seemed vested in the idea. I think when it’s time for you to teach the class the enthusiasm you have for the subject will show through, regardless of how you teach, and that will make any lesson plan you use interesting and engaging.
Looking stupid. Got it, I'll be prepared to do just that! Come to think of it, my favorite teachers and professors have always been the ones who weren't afraid to do things a bit differently. I also think that connecting what may seem foreign or historical (and therefore irrelevant in the minds of many young folks) to what's current, whether it be poetry or politics, goes a long way in getting students to understand the material. And I most definitely agree that enthusiasm is a must!
I feel like this is not a really easy question for me to answer. Currently, in my politics and terrorism class we sit in a circle. I really like this; we basically already do this in our Vera Seminar class though. I also really enjoy group work; I think it is a fantastic way for everyone in class to feel more comfortable. It allows for opportunities for people to get to know one another and for people who might not speak in front of the whole class to have a chance to speak in a smaller group. I can honestly say that there is not one class experience that sticks out. I have never had a professor bring in blankets, snacks, and “Where the Wild Things Are”. Sorry I do not have more to add to this!
Hello everyone,
I love topics of genocide, terrorism, torture and violence (sounds crazy). A funny fact about me is that I refused to become a doctor because I was (and am) afraid of blood (my parents accepted that excuse). Now, I enjoy watching blooded documentaries about mass killings that are happening all around the globe. Therefore, my favorite class was ICJ 101 (Introduction to International Criminal Justice) by Dr. Marcia Esparza. When I took that class I was so new to the subject of the international affairs (now, it is my passion) that I was absorbing every piece of information that Dr. Esparza was delivering to us. Crimes and criminals, Truth Reconciliation Commissions and International Tribunals were explained citing international documents, newspaper articles and showing short documentaries. I loved Dr. Esparza’s classes because she combined different methods to present information, such as PowerPoint presentations, short videos, and role games (when they were appropriate).
Katie -- I refuse to believe that there is not one memorable teaching experience in there. You don't have to limit it to college. Perhaps an elementary school teacher. I remember a teacher letting me write my spelling-word sentences in a story rather than a numbered list of sentences. Lesson learned: sometimes creativity requires bending the rules.
Lenny, amazing post!
I just wanted to say after reading your really ask an insightful, yet meaningful question that causes us to look in ourselves and know how we prefer to learn. This is a great blog because you raise a great point, we all learn differently and prefer various styles of being taught that best intrigues us rather than accepting traditional and what others might find, a boarding lecture style type of teaching.
To be honest, I have had an honor in being what I feel, lucky to have professors that not only teach well, but make me look way out of the box to understand the environment around me and how to figure things out. Creativity to me is important when a professor teaches. I feel that creativity and imagination arouses the mind to think out of norms and figure out alternative answers that may have not came into our radar before. Although some lessons can not be taught by imagination but logic, I feel that lecture makes the lesson and class overall dreadful. While many just fall asleep and retain less information through this format, I feel activity of individuals and or groups cause students to interact more with peers and explore other mindsets and or answers that were not thought of before.
Additionally, I feel that group activities help people realize how different we all are and teach us to be more tolerant towards behaviors and or mind sets we are not normally use to. I believe being at John Jay, having activities that let us become more aware of various ideals and behaviors around us only enhance our chances in making it into the real world without obstacles compared to being in an institution that isolates your from the joy of diversity.
Thank you so much for your post I truly enjoyed it.
What a wonderful post Lenny. All the comments have been very moving, also. They remind me how lucky I am to be in the Interdisciplinary Studies Program, where team teaching allows me to be a student in another professor's class at the same time that I am teaching it.
I remember in the 7th grade an English teacher who allowed us to analyze Bob Dylan lyrics for a final project. These days, all kinds of materials are considered "texts" worthy of deconstruction but, at that time, this was very much outside the norm. (The teacher was considered so subvervsive in his methods that not seeing him around the following year did not surprise us.)
That a teacher cared enough to try to make his subject relevant to our lives, instead of merely asking us to enter his world, made a tremendous impact on me. And, of course, it facilitated a willingness to hear him out on the "great works" that formed the substance of the 7th grade curriculum.
I think this is often the hardest thing about teaching: finding creative ways to demonstrate why something matters so much to you, without cramming it down students' throats. Perhaps the more we can let students lead, as in Lenny's example, the more we can all find what matters most.
Hi All, Thank you Lenny for such a fun post! I'm so thrilled to hear the enthusiasm for Professor Reitz's creative teaching!! I want to take a course with her too!
In these days of "outcomes assessment" requiring measuring the results of "teaching" and "learning," I wonder how we might measure getting turned on to learning because of a teacher's innovative approach. I'm being facetious here since I can't imagine how to measure such a thing even though it's such a necessary ingredient in the teaching/learning relationship (in my view).
Learning by doing: John Dewey said it so long ago.
My own experiences? Hmmmm. That was so long ago too. Here are a few:
1) Miss Drummond, 8th grade. It was not what she did well but what she did that was so typical (and actually potentially harmful) of much of my education. The assignment was "Sister Carrie," one of my all time favorite novels by Theodore Dreiser. In my oral report to the class, I said how much I admired the main character because although she was a manipulator, she did what she needed to do in order to survive. Miss Drummond interrupted me to say that this is not the conclusion I was to come to--since Dreiser ended the book with Sister Carrie sitting all alone in a rocking chair--the emphasis on ALL ALONE. I was shocked and ashamed thinking I had got it all wrong. Decades later a report came out in the NY Times that Dreiser was forced to change his original ending (Sister Carrie was not mournfully alone) by his publisher so the reader wouldn't sympathize with her but would see her as an immoral woman who had paid a price (loneliness) for her sins!! I felt sooooo vindicated!
2. Mr. E.--high school English teacher and drama club coach. My folks expected me to prioritize my domestic chores over school so there were many times I stayed home from (high) school to take care of my baby sister while my mother went to work. One time, Mr. E. called my house to ask why I wasn't in school, and when he heard the reason, he became VERY angry and told me in no uncertain terms that my priority was SCHOOL. That reprimand really helped me since I heard Mr. E.'s message that MY education WAS important--and then it became important to me too.
I prefer to learn visually. I do not mean through power point presentations but through film or pictures. Although I always subconsciously knew this fact, I became consciously aware of this fact after I learned an entire course primarily through cinema films.
The teacher on the first day of class stated "Can anyone tell me a lesson they had five years ago?" No one could raise their hands. Then he asked "Now can anyone tell me a movie they watched five years ago?" Almost everyone's hands shot up.
I find that if one is to watch a film with certain questions already in mind then everyone winds up on the same page. Critical thinking is still necessary but i believe the lesson plan just sort of quietly and secretly sneaks in under your "Ugh I have to learn?!" radar.
Also I agree with Joseph on his active learning preference. A hands on activity I believe is also very helpful in allowing the students to absorb information while being completely at attention and full of enjoyment as well.
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